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March Curriculum Resource Guide


MARCH CURRICLUM RESOURCE GUIDE

Copyright Š 2017 by Celebree Learning Centers

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission of Celebree Learning Centers.

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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 ................................................................................................................................. 40 Science and Technology ............................................................................................................. 42 Social Studies ................................................................................................................................. 43 The Arts ........................................................................................................................................... 44 PRESCHOOL READINESS ..................................................................................................................................................................... 45

Social-Emotional............................................................................................................................ 45 Physical .......................................................................................................................................... 48 Language ...................................................................................................................................... 50 3|Page


Cognitive ....................................................................................................................................... 53 Literacy........................................................................................................................................... 56 Science and Technology ............................................................................................................. 62 Social Studies ................................................................................................................................. 63 The Arts ........................................................................................................................................... 64 PRESCHOOL .......................................................................................................................................................................................... 65

Social-Emotional............................................................................................................................ 65 Physical .......................................................................................................................................... 68 Language ...................................................................................................................................... 69 Cognitive ....................................................................................................................................... 71 Literacy........................................................................................................................................... 73 Mathematics ................................................................................................................................. 76 Science and Technology ............................................................................................................. 79 Social Studies ................................................................................................................................. 80 The Arts ........................................................................................................................................... 81 KINDERGARTEN READINESS ............................................................................................................................................................... 82

Social-Emotional............................................................................................................................ 82 Physical .......................................................................................................................................... 84 Language ...................................................................................................................................... 86 Cognitive ....................................................................................................................................... 89 Literacy........................................................................................................................................... 91 Mathematics ................................................................................................................................. 95 Science and Technology ............................................................................................................. 98 Social Studies ............................................................................................................................... 100 The Arts ......................................................................................................................................... 101

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

Infants (Birth – 12months) March and April Healthy Babies eat, more, all done, spoon, nose, eyes, tummy, feet, milk & chair

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

1b. Follows limits and expectations

Use a soft and low tone of voice when playing Baby Pull Ups- gently hold the baby’s hands in each of your hands and gently pull the baby towards you…show excitement the closer the baby gets and press your cheek to baby’s cheek; do this over and over

Offer verbal and sign language for the child as they open their mouth for food (SL – eat/more, all done)

Responds to changes in an adults tone of voice and expression

1c. Takes care of own needs appropriately Indicates needs and wants; participates as adults attends to need 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 

Create a Familiar Faces basket; take pictures of teachers, Director, moms and dad and grandparents; print out these pictures and place in the basket; place baby in your lap and pull out cards for the baby to hold and look at, say the persons name over and over “That’s Ms. Kristen. She’s Amelia’s Mommy.”

Create Spring sun catchers; place flowers and green leaves and grass on contact paper; cut in a circle and place between two paper plates; hang the sun catchers in front of the windows; when baby is upset take them to their sun catcher and discuss in a calm voice

2c. Interacts with peers

Begins to Plays near other children; uses similar materials or actions

Finger paint together on sandpaper for an extra sensory activity Create texture baskets for babies to explore together; fill with silks, tulle, knits, ribbons, scarves; try to keep the colors earthy for Spring i.e. greens, browns,

Demonstrate a secure attachment to one or more adult 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

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator 4. Demonstrates traveling skills  Moves to explore immediate environment Begins to Experiments with different types of moving

Objective Based Activities Midline Crossing: while baby is lying on their back assist them on touching their left hand to right foot and vice versa this helps baby begin to use both hemispheres of the brain

Physical (5. Demonstrates balancing skills) Objective & Indicator Objective Based Activities 5. Demonstrates balancing skills  Tummy time activities: sensory bags filled with materials that mimic the emergence of spring Balances while exploring immediate outdoors i.e. blue hair gel, rainbow in a bag (many environment instructions on pinterest)  Place mirrors on the floor for babies to gaze into when Begins to Experiments with different on tummies ways of balancing Physical (6. Demonstrates gross-motor manipulative skills) Objective & Indicator Objective Based Activities 6. Demonstrates gross-motor manipulative skills  Hold a ball that has holes for grasping; fill the ball with colorful scarves and pull out the scarves; prompt the Reaches, grasps, and released objects baby to pull out the scarves Begins to Manipulate balls or similar objects with stiff body movements

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Physical (7. Demonstrates fine motor strength and coordination) Objective & Indicator Objective Based Activities 7a. Uses fingers and hands  Create a Spring Treasure basket; fill it with moss; flowers, fuzzy bunnies, sensory eggs for smells (lemon, Reach for, touch, and holds objects pine, lemongrass), green textiles such as scarves, turf purposefully samples from Home Depot (*CE)  Sing “Head Shoulder Knees and Toes” and physically Begins to Use fingers and whole arm assist the infants to point to their body parts, LB words movements to manipulate and explore objects) i.e. eyes and nose; introduce it in various other languages to add a layer of multicultural experience

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Language Language (8. Listens to and understands increasingly complex language) Objective & Indicator Objective Based Activities 8a. Comprehends language  Create a box of cards with pictures of the body “eyes”, “noses”, ears” etc. pull out the card and say the body part, then point to the body part on the baby

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

Use the word “more” when placing more food items on a child’s plate and assist them in using the appropriate sign language Ask the child questions i.e. “Where are your feet?” watch to see if they reach for their feet or look to you for guidance; provide verbal praise with feedback

Language (9. Uses language to express thoughts and needs) Objective & Indicator Objective Based Activities 9a. Uses an expanding and  Create a visual cue sign language card ring of LB expressive vocabulary words; leave the ring by the diaper table and allow the child to look at the cards when their Vocalize and gestures to communicate diaper is being changed; engage with the child, “That is the sign for all done! Your diaper is all Begins to Name familiar people, done, can you show me, all done?” animals and objects 9b. Speaks clearly  Sit with the infant and use a life-like puppet to Babbles strings of single consonant initiate babbling and cooing back and forth sounds and combines sounds  Show pictures of healthy and colorful foods or use plastic food; “This is broccoli! Broccoli is green! Do Begins to Uses some words and word you love broccoli? Does Mommy love broccoli?” like sounds and is understood by most familiar people

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

Sing “Have You Ever Seen an Apple?” while playing with various colored play apples

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Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations  Read Eating the Alphabet and point out the pictures of healthy foods; talk about foods you like and why Engages in simple back-and-forth you like them; discuss the colors; talk about where exchanges with others the foods come from 10b. Uses social rules of language  Sing the song “Clap Your Hands” “Clap your hands, One, Two, Three. Clap your hands just like me. Roll Begins to Responds to speech by looking your hands, one, two, three. Roll your hands just like toward the speaker; watches for signs of me. Stomp your feet, one, two, three. Stomp your being understood when communicating feet just like me. “ Sing to each child individually; Be sure to make eye contact

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Cognitive Cognitive (11. Demonstrates positive approaches to learning) Objective & Indicator Objective Based Activities 11a. Attends and engages  Create Sensory Sticks; on wide popsicle sticks glue different materials, i.e. sandpaper, satin ribbon, towel, felt, cotton balls; allow the children to feel Pays attention to sights and sounds the sticks and engage in the sensory experience; assist the child with language by saying “This one is rough” This one is soft” etc. 11b. Persists  Sit baby on your lap; read The Very Hungry Caterpillar by Eric Carle; point out the healthy foods the caterpillar eats; help the baby try to turn Repeats actions to obtain similar results the pages of the book 11c. Solves problems 

Help baby balance on their tummy on a squishy ball

11d. Shows curiosity and motivation

Uses senses to explore the immediate environment

Spring Smell Bottles: Use pint size water bottles with holes to hold various winter smells (lemon, pine lemongrass, lavender) (*CE) Read Runaway Bunny; after the book place the babies around a sensory bin full of white cotton balls; allow the babies to explore

Reacts to a problem; seeks to achieve a specific goal

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Cognitive (12. Remembers and connects experiences) Objective & Indicator Objective Based Activities 12a. Recognizes and recalls  Read Where is Baby’s Belly Button? A flap book; and see if baby tries to lift flips and explore pictures Recognizes familiar people, places, ad objects; looks for hidden object where it underneath was last seen

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

While on a walk gather items of interest; sticks, moss, ferns daffodils etc. Place these items on a sensory board and allow the babies to observe and touch them; discuss where you were on your walk when you found them i.e. “Remember this flower? Ms. Stefanie bent down and plucked it out of the ground this morning.”

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Literacy Literacy (17. Demonstrates knowledge of print and its uses) Objective & Indicator Objective Based Activities 17a. Uses and appreciates books  Head Shoulders Knees and Toes  Giraffes Can’t Dance  The Very Hungry Caterpillar Shows interest in books  Where is Baby’s Belly Button  1-2-3 Peas  Everywhere Babies  Baby Faces

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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 Place a piece of contact paper sticky side up on the floor; place feathers, moss, flower petals etc. on the paper allow the babies to explore

Objective Based Activities When on a walk look for spring animals and their various activities; birds looking for worms, squirrels gathering food, bunnies hopping etc. discuss what you see Place bird feeders on the windows of your classroom; discuss how the bird seed keeps the birds healthy as you fill the feeders

Objective Based Activities Place different materials at the feet of your babies; aluminum tin; bubble wrap; tissue paper and allow the baby to kick at it with their feet; discuss the sounds the baby is making and the feel under their feet; the crinkle of the tissue paper; the cold of the metal tin etc.

Objective Based Activities When taking a walk look for buds on the trees and shoots sprouting up from the ground; point these things out and discuss spring

Objective Based Activities Role model how to use a spoon; hold the spoon in baby’s hand; give the babies scoops and spoons in the sensory bin

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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 Place baby in front of the mirror; sit behind the baby and say, “Where’s Destiny’s nose? There it is!” and point to her nose etc.

Objective Based Activities Gather pictures of the spring 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 Go on walks around the center and point out buds growing on trees and shoots coming up from the ground; talk about how the sun feels warmer on our faces

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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 Create a spring swatch ring; grab spring colors from the paint dept at Lowes or Home Depot; clip a ring binder at the top; give to children to observe; allow children to create their own spring colors by giving them green and white paint to manipulate; or try watercolors Rainbow Art: paint a steak of red, then orange etc. on a sponge and give the sponge to the baby; they may hold it and squeeze it; physically help them pat the sponge on the paper and see what the baby does

Objective Based Activities 

Play Celtic music for the baby to listen to

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Objective Based Activities Hold the baby and sway to the Celtic music together Hold rainbow streamers in baby’s hands and sway to the music

Objective Based Activities Place baby dolls with spring clothing in the room for you and the infants to change together and practice soothing (*CE)

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

Infants (12 months-18 months) March and April Healthy Babies

eat, more, all done, spoon, nose, eyes, tummy, feet, milk & chair

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings  Create spring sensory bottles to help children calm their emotions; add pine, flowers, grass, sticks etc. Uses Adult support to calm self  Create smelling jars with lemongrass, pine, Begins to Comfort self by seeking out rosemary; soothing and pleasing smells can help special object or person calm an upset baby 1b. Follows limits and expectations

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

 

Match lids to containers Throw pom poms on the floor; give the children small dust pans and sweeps and ask them to clean

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 “Head, Shoulders, Knees and Toes” while sitting together on the floor, facing each other and pointing to the body parts 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

Sit a basket of wooden rings out and 1 vertical dowel; have the children work together to stack the rings on the dowel

Sing “Head Shoulder Knees and Toes” and physically assist the infants to point to their body parts, LB words i.e. eyes and nose; introduce it in various other languages to add a layer of multicultural experience; do this together with a few friends; say “This is Emma’s Head! Where is Jackson’s head?”

Plays near other children; uses similar materials or actions

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

Practice making silly faces in the mirror; sit behind the child and call out an emotion and show them the face in the mirror Practice taking a breath when a child gets upset; say let’s take a deep breath together; try to get all the children to participate

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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  Have a set of body part flash cards ready; place self and others one baby doll on the table; ask the children to point on the doll the body part shown on the card; having only one doll will cause conflict; help the children work through it and share

Responds appropriately to others’ expressions of wants

3b. Solves social problems Expresses feelings during a conflict

Hold up pictures of children expressing an emotion; ask the group what emotion is being expressed; share ideas on how to help i.e. “This baby looks angry! How can we help? Let’s take a deep breath for her!”

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator Objective Based Activities 4. Demonstrates traveling skills  Turn your classroom into a grocery store; Pushing a cart pretend play grocery store and help your children choose the healthiest foods Begins to Experiment with different ways of moving

Physical (5. Demonstrates balancing skills) Objective & Indicator Objective Based Activities 5. Demonstrates balancing skills  Homemade balance beam with a 2x4  Work on balancing on one foot Begins to Experiments with different ways of balancing

Physical (6. Demonstrates gross-motor manipulative skills) Objective & Indicator Objective Based Activities 6. Demonstrates gross-motor  Hold a ball that has holes for grasping; fill the ball with manipulative skills colorful scarves and pull out the scarves; prompt the Begins to Manipulates balls or similar baby to pull out the scarves objects with stiff body movements

Physical (7. Demonstrates fine motor strength and coordination) Objective & Indicator Objective Based Activities 7a. Uses fingers and hands  Place a piece of paper in the bottom of a baking tin; wrap rubber bands around a baking tin; paint Begins to Use fingers and whole arm each rubber band a different color of the rainbow; movements to manipulate and explore allow the children to snap the rubber band and objects drop the paint onto the paper-this can get messy!  Place utensils at each place setting for the infants to practice self feeding past hand grasping and finger feeding 7b. Uses writing and drawing  Go on a nature walk and gather leaves, grass, tools flower petals, whatever excites your children; bring the items back and tape on a piece of paper; Begins to Gasps drawing and writing allow the children to paint over the items; dry the tools, jabbing at paper artwork; when dry pull of the taped items; or better yet let the babies try to pull off the tape!

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Language Language (8. Listens to and understands increasingly complex language) Objective & Indicator Objective Based Activities 8a. Comprehends language  Create a box of cards with pictures of the body Shows an interest in the speech of “eyes”, “noses”, ears” etc. pull out the card and others say the body part, then point to the body part on the baby 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

 

Ask the children to hang their jackets when coming in from a walk or the playground Ask the children to wash hands before/after a meal or diaper

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Language (9. Uses language to express thoughts and needs) Objective & Indicator Objective Based Activities 9a. Uses an expanding and  Use the word “more” when placing more food expressive vocabulary items on a child’s plate and assist them in using the appropriate sign language Begins to/can Names familiar people,  Create a visual cue sign language card ring of LB animals and objects words; leave the ring by the diaper table and allow the child to look at the cards when their diaper is being changed; engage with the child, “That is the sign for all done! Your diaper is all done, can you show me, all done?” 9b. Speaks clearly  Show pictures of healthy and colorful foods or use plastic food; “This is broccoli! Broccoli is green! Do Begins to/can Uses some words and word like sounds and is understood by you love broccoli? Does Mommy love broccoli?” most familiar people

9c. Uses conventional grammar

Place sticky notes over pictures in a board book to create your own peek-a –boo book; discuss the pictures you see and ask the child if they can remember what is hidden

Ask children to recall who dropped them off at school that morning Ask children to recall what healthy foods they ate for dinner the night before Play peek-a-boo with plastic foods

Begins to use one- to two word sentences or phrases

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

 

Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations  Sit baby on your lap; read The Very Hungry Engages in simple back-and-forth Caterpillar by Eric Carle; point out the healthy exchanges with others foods the caterpillar eats; help the baby try to turn the pages of the book 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

Talk about cows and milk production; sit out a tray with grass and cows for the children to play with while you discuss cows; have the children take turns talking about the cows; their colors, what they are eating, whether they like/dislike milk

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Cognitive Cognitive (11. Demonstrates positive approaches to learning) Objective & Indicator Objective Based Activities 11a. Attends and engages Pays attention to sights and sounds

Place a variety of flowers out for the children to touch, feel, pull apart, rub the petals, smell etc.

 

Roll balls down a ramp; use different sized balls Gather unwanted or used gift cards/credit cards; cut a slit in the top of a show box; allow the children to fit the cards into the slit on the box

Challenge your children with nesting dolls or stacking cups; sit them out and watch how the children manipulate the toys and if they stack correctly

Read Runaway Bunny; after the book place the babies around a sensory bin full of white cotton balls; allow the babies to explore

Give the kids baskets of loose parts; sticks, tree rings, leaves, flower petals and see what they make; take pictures of their creations and dictate what they decided their creation was

Begins to Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments

11b. Persists 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  Hide various objects under a scarf; ask the children “Where did the spoon go?” see if the children try Recognizes familiar people, places, ad objects; looks for hidden object where it to pull the scarf away to show you was last seen

12b. Makes connections

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

While on a walk gather items of interest; sticks, moss, ferns daffodils etc. Place these items on a sensory board and allow the babies to observe and touch them; discuss where you were on your walk when you found them i.e. “Remember this flower? Ms. Stefanie bent down and plucked it out of the ground this morning.”

Cognitive (13. Uses classification skills) Objective & Indicator Objective Based Activities 13. Uses classification skills  Classify body parts  Classify eating utensils Begins to Matches similar objects  Classify foods by color Cognitive (14. Uses symbols and images to represent something not present) Objective & Indicator Objective Based Activities 14a. Thinks symbolically  Read Eating the Alphabet; ask the children to Begins to recognize people, objects, point out various foods and call out their name and animals in pictures or photographs

14b. Engages in sociodramatic play Begins to imitate actions of others during play; uses real objects as props

 

Place realistic food packaging, mixing bowls and items for children (*CE) Pretend to be doctors taking care of the baby dolls

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Literacy Literacy (15. Demonstrates phonological awareness) Objective & Indicator Objective Based Activities 15a. Notices and discriminates  “Head Shoulders Knees and Toes” rhyme  “Rain Rain Go Away” 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

 

“It’s Raining, It’s Pouring” “Humpty Dumpty”

When changing diapers make lots of eye contact and talk to the baby, using this time to play with words and their name i.e. “Addy Addy, A is for Addy and apple, airplane, ants, antelope!”

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 healthy eating and spring  Moo Ba La La La by Sandra Boynton  The Very Hungry Caterpillar by Eric Carle  Eating the Alphabet by Lois Ehlert  Yum Yum Dim Sum by Amy Sanger  Apples Apples Apples by Nancy Wallace Literacy (19. Demonstrates emergent writing skills) Objective & Indicator Objective Based Activities 19a. Writes name  Prop up the child’s name so they have the opportunity to see it as much as possible in all upper case letters; ask them to “write” their name Begins to scribble or mark in sand  Write names on the sidewalk in chalk; let the children trace the letters with paintbrushes and water 19b. Writes to convey meaning  Place a large piece of butcher paper on the table and crayons; play fast Celtic music and see f the Begins to scribble or mark children respond to the music

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

20b. Quantifies

Objective Based Activities    

Count food items on plates during meal times Count fingers Count toes Count legs on the chairs in the classroom

Encourage the children to verbally or visually (ASL) tell you if they would like more or less of a food item during meal times

Begins to Demonstrates understanding of the concepts of one, two, and more

Mathematics (21. Explores and describes spatial relationships and shapes) Objective & Indicator Objective Based Activities 21a. Understands spatial relationships  Tunnel Play: call out a friends name; ask them to go through the tunnel, around the tunnel, out of the tunnel, in the tunnel, stand next to the tunnel etc.

Begins to follow simple directions related to position (in, on, under, up, down)

21b. Understands shapes Begins to Match two identical shapes

Shape Scavenger Hunt: search for circles or squares around the classroom; create a shape basket of various found items

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Mathematics (22. Compares and measures) Objective & Indicator Objective Based Activities 22. Compares and measures  Compare and contrast foods by color  Compare and contrast eye color or hair color etc.  Create a monochrome color tray (choose a color ) Begins to Makes simple comparisons find items in the room that are that color to create a between two objects basket, tray or bin Mathematics (23. Demonstrates knowledge of patterns) Objective & Indicator Objective Based Activities 23. Demonstrates knowledge of patterns  Clapping patterns Begins to Shows interest in simple patterns in everyday life

 

Jumping patterns Colored patterns with large lacing beads

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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 Make a rainbow: glasses filled with water and drops of different colored food colors and paper towels; create a rainbow Create Textile sticks; Velcro; silk; sandpaper etc. to discuss and feel

Objective Based Activities Place bird feeders on the windows of your classroom; discuss how the bird seed keeps the birds healthy as you fill the feeders Bring in a nest and discuss how birds make nests

Objective Based Activities Have the children help create playdough (flour, salt, cream of tartar; oil and water) color the playdough yellow and drop a few drops of lemon oil in the with the playdough; encourage open-ended play while discussing how the flour and water and all the ingredients together make dough

Objective Based Activities When taking a walk look for buds on the trees and shoots sprouting up from the ground; point these things out and discuss spring

Objective Based Activities Add spoons into the sensory bin with pom poms for the children to practice scooping

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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 Create a box of pictures taken of the children and their family members; flip through the cards until a child recognizes a loved one

Objective Based Activities Gather pictures of the spring 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 seasonal changes around the school and playground or along your normal walking route

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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 Create a spring swatch ring; grab spring colors from the paint dept at Lowes or Home Depot; clip a ring binder at the top; give to children to observe; allow children to create their own spring colors by giving them green and white paint to manipulate; or try watercolors

 

Objective Based Activities Play Celtic music for the baby to listen to Make music with our feet

 

Objective Based Activities Dance with rainbow streamers Dance to Celtic music

Objective Based Activities Place baby dolls with spring clothing in the room for you and the infants to change together and practice soothing (*CE)

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Toddlers Age Group Month Theme Concepts

Toddlers (18 months – 24 months) March Healthy Me Color: Red Shape: Square Song/Fingerplay: “If All the Raindrops” Language Builders: sick, stomach, lunch, rain & sleepy

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings  Practice Yoga  Practice a Baby Doll Circle during Morning Connection/Meeting time; pass around a few baby Uses Adult support to calm self dolls and practice swaddling, rocking and patting to calm down Comfort s self by seeking out special  Weather Sensory Bottles: Sunny: color the water light object or person blue and add a yellow pom pom; Cloudy: clear water and fill with white cotton balls; Windy: clear water with little leaves inside; Rainy: clear water with blue water pearls 1b. Follows limits and expectations  Model taking deep breathes, count to five; talk to the toddlers about how you are taking deep breaths Responds to changes in an adults tone of to help you relax voice and expression  Practice Conscious Discipline Breathing Techniques 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

Set up a self-care station: have two bowls; fill one bowl with pom-poms or wooden beads or cotton balls etc; have a scoop ready and assist the toddler on transferring the items from one bowl to another

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Social – Emotional (2. Establishes and sustains positive relationships) Objective & Indicator Objective Based Activities 2a. Forms relationships with adults  Share with the children your favorite foods; explore various foods with the children through pictures or Use trusted adult as a secure base from bring in actual foods to share with the kids i.e. which to explore the world apples, sugar snap peas etc. Have the children help you to clean the food and pass out the pieces Begins to Manages separations without distress and engages with trusted adults

2b. Responds to emotional cues

Using a baby doll discuss how the doll feels when they are sleepy; hold and rock the baby; wrap a blanket around the baby; ask the children how they feel when they are sleepy. Ask them, “Do you cry?” “Are you cranky?” “Do you like to snuggle?”

Provide the children with red objects, while sitting together ask them to discuss how the color red makes them feel

Add red materials (scarves, pipe cleaners, pompoms, tissue paper, red felt, etc.) into the sensory bin for the children to explore together with a friend; encourage sharing and taking turns (*CE)

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  Have a bowl of hair bands set out and 1 empty paper towel roll; have the children take turns Responds appropriately to others’ pulling a hair tie on the roll expressions of wants 3b. Solves social problems Expresses feelings during a conflict Begins to Seeks adult help to resolve social problems

Role play typical conflicts that arise in the classroom (toy taking, teacher attention, sitting in wrong chair, etc.); Show the children how they can respond instead of react to life’s events (saying “No”, or “Stop”, going to an adult)

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

Physical (5. Demonstrates balancing skills) Objective & Indicator 5. Demonstrates balancing skills 

Objective Based Activities Tape red squares around the room all over the floor, have the children move to them in various ways (marching, monster feet, tip toe, talking backwards, hopping, etc.) Toddler Walk: tape different textures to the floor; sandpaper, aluminum foil, contact paper (sticky side up), felt, shaggy rug etc.; have your toddler walk across and describe the sensation Objective Based Activities Hula Hoop Play

Experiments with different ways of balancing

Physical (6. Demonstrates gross-motor manipulative skills) Objective & Indicator Objective Based Activities 6. Demonstrates gross-motor manipulative skills  Practice throwing a catching a huge therapy ball 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  Assist the children in moving red pom-poms from one bowl to another using large tweezers or salad Uses fingers and whole arm movements tongs (*CE) to manipulate and explore objects  Place letters in the sensory table full of sand; give the children sifters to sift through the sand and Begins to Uses refined wrist and finger discover the letters movements 7b. Uses writing and drawing  Create a red paint bag for children to write on tools (*CE)  Sensory Painting with mud 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 Shows an interest in the speech of others

Read Bear Feels Sick by Karma Wilson; discuss how we feel when we are sick; discuss ways we can help each other when our friends feel sick

2 step directions: Discuss dental health and how we can keep our mouths healthy; create a large tooth out of white paper; give each child a small bowl of baking powder and a small bowl of water ( ask them to mix the water and baking soda) then ask them to use the toothbrush and brush the teeth with the mixture

Identifies familiar people, animals, and objects when prompted

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

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

9b. Speaks clearly 

Discuss March Holidays & Fun Days – St. Patrick’s Day, Butterflies, Manatees

Read Germs Are Not for Sharing; talk about how germs make us sick; discuss handwashing and how important it is to wash our hands and stay healthy; use glitter to represent germs and show our friends how thoroughly they need to wash their hands to get rid of the “germs”

9d. Tells about another time or place

Makes simple statements about recent events and familiar people and objects that are not present

Ask children to recall what healthy foods they ate for dinner the night before Ask the children to recall a time when they were sick; how did they feel? Did they go to the doctor?

Uses some words and word like sounds and is understood by most familiar people

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

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Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations  Talk about our eye color; hair color; skin color and make a classroom graph Engages in simple back-and-forth  Read The Very Hungry Caterpillar by Eric Carle; exchanges with others spark discussion over the various healthy and nonhealthy foods the caterpillar eats; create a chart Initiates and attends to brief with pictures of the foods and the children can conversations stick the food under the heading “Healthy” or “Not Healthy” 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

Create a red color item chart: ask children one at a time, making eye contact, to say an item that is red, create a chart

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Cognitive Cognitive (11. Demonstrates positive approaches to learning) Objective & Indicator Objective Based Activities 11a. Attends and engages  Place different squares on the table and assist the child in creating their own square collages Pays attention to sights and sounds  Prop up pictures of rainbows; set out strips of rainbow colors; ask the children to make their own Begins to Sustain interest in working on a rainbows with the paper and glue task, especially when adults offer suggestions, questions, and comments

11b. Persists

 

Sponge paint squares with cut squares Draw various lines on a long piece of paper (straight lines, squiggly lines, a heartbeat line etc.) give the children sheets of sticker dots to peel off and stick to the lines

Freeze gold coins in large blocks of ice; give children crab mallets to help get the coins out of the ice

11d. Shows curiosity and motivation

Uses senses to explore the immediate environment

Create smelling jars with lemongrass, pine, rosemary; ask the children if they can recall where they have smelled the smells before Spread baking soda on a plate; have the children help drop food coloring drops on the baking soda, then have them squeeze drops of vinegar and watch the combination create a fizzing reaction Create a loose parts bin in blocks; add toilet paper rolls, straws, paper towel rolls, tree rings, rocks etc. and ask the children to build; take pictures of the creations

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

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

Hide squares 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 circles

Sit out a piece of construction paper for every color in the rainbow; cut healthy foods from magazines; ask your children to match the healthy food with the color construction paper After diaper changes ask, “What do we do next?” and gently re-route the child to the sink for handwashing

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 red objects  Classify healthy foods Matches similar objects  Classify body parts Cognitive (14. Uses symbols and images to represent something not present) Objective & Indicator Objective Based Activities 14a. Thinks symbolically  Read Eating the Alphabet; ask the children to Recognizes people, objects, and point out various foods and call out their name animals in pictures or  Name body parts when pointed to photographs 14b. Engages in sociodramatic  Pretend to be doctors taking care of babies; equip play the “office” with bandages, stethoscopes, bandImitates actions of others during aids, ice packs, lab coat etc. play; uses real objects as props  Turn dramatic play into a grocery store

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Literacy Literacy (15. Demonstrates phonological awareness) Objective & Indicator Objective Based Activities 15a. Notices and discriminates  “Head Shoulders Knees and Toes” rhyme  “If All the Raindrops”  “Rain Rain Go Away” Joins in rhyming songs and  “It’s Raining, It’s Pouring” games 15b. Notices and discriminates alliteration  When changing diapers make lots of eye contact and talk to the baby, using this time to play with Begins to sing songs and recite words and their name i.e. “Addy Addy, A is for rhymes and refrains with Addy and apple, airplane, ants, antelope!” repeating initial sounds Literacy (17. Demonstrates knowledge of print and its uses) Objective & Indicator Objective Based Activities 17a. Uses and appreciates books  I Am a Bunny  Runaway Bunny Shows interest in books  Pat the Bunny  The Napping House Begins to Orients book correctly;  Little Pea turns pages from the front of the  The Going to Bed Book book to the back; recognizes  We’re Going on a Bear Hunt familiar books by their covers Literacy (19. Demonstrates emergent writing skills) Objective & Indicator Objective Based Activities 19a. Writes name  Continue your “Writing Journal” and ask the children to practice their name; Make sure to date the journal and see the progression over the school Scribbles or marks year  Using q-tips write name in red paint 19b. Writes to convey meaning  Place a large piece of butcher paper on the table and crayons; play fast Celtic music and see f the Scribbles or marks children respond to the music

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Mathematics Mathematics (20. Counts) Objective & Indicator 20a. Counts Verbally counts (not always in the correct order) 20b. Quantifies Demonstrates understanding of the concepts of one, two, and more

Objective Based Activities   

Count red objects Count squares we find in our classroom Count the children present and absent from school

Cut a large piece of butcher paper to resemble a cloud; ask the children to glue 1 raindrop, then 2 raindrops and so on

Mathematics (21. Explores and describes spatial relationships and shapes) Objective & Indicator Objective Based Activities 21a. Understands spatial relationships  Tunnel Play: call out a friends name; ask them to go through the tunnel, around the tunnel, out of the tunnel, in the tunnel, stand next to the tunnel Follows simple directions related etc. to position (in, on, under, up, down) 21b. Understands shapes  Discuss squares; go on a square scavenger hunt  Trace the shapes of blocks from block corner onto Matches two identical shapes a large piece of paper; place a pile of blocks near the traced paper; ask the children to match the shapes

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Mathematics (22. Compares and measures) Objective & Indicator Objective Based Activities 22. Compares and measures  Compare and contrast weather; rainy days and sunny days  Compare and contrast different foods Makes simple comparisons  Compare various sizes of squares between two objects  Measure each child’s foot; compare and contrast the sizes Mathematics (23. Demonstrates knowledge of patterns) Objective & Indicator 23. Demonstrates knowledge of  Practice simple ABAB pattern with red and white patterns squares Shows interest in simple patterns  Simple ABAB patterns with significate different sizes of in everyday life squares

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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 red sensory bin Make a rainbow: glasses filled with water and drops of different colored food colors and paper towels; create a rainbow

Objective Based Activities Go on a nature walk and gather leaves, grass, flower petals, whatever excites your children; bring the items back and tape on a piece of paper; allow the children to paint over the items; dry the artwork; when dry pull of the taped items; or better yet let the toddlers try to pull off the tape!

Objective Based Activities Arrange bowls, spoons, etc in various materials i.e. wooden, metal and plastic; let the children explore the different materials and discuss the materials

Objective Based Activities Discuss rain and how we need rain to make things grow

Objective Based Activities 

Watch videos of weather people

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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 Write body part names on post it notes i.e. hand, fingers, leg, heart, brain, etc. call out a body part and ask the children to point to that body part on their body; take the sticky note and place it on that spot Objective Based Activities Discuss different foods from around the world Discuss doctors and how they keep us healthy

Objective Based Activities

Discuss seasonal changes around the school and playground or along your normal walking route

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

  

Objective Based Activities Paint with red using various mediums Create a square collage Nature paint brushes: using sticks tape or wind cord around various items from nature to attach to the stick i.e. wide leaves, cattails, flowers etc; use these to paint with Place a piece of paper in the bottom of a baking tin; wrap rubber bands around a baking tin; paint each rubber band a different color of the rainbow; allow the children to snap the rubber band and drop the paint onto the paper-this can get messy!

 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 

Explore Irish Celtic music

Objective Based Activities  

Dance with red streamers or scarves Watch videos of Irish River Dance; allow the children to mimic the dances

Objective Based Activities Place baby dolls with spring clothing in the room for you and the infants to change together and practice soothing

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Preschool Readiness Age Group Month Theme/Unit Concepts

Preschool Readiness March Healthy Me Number: 6 Color: White

Shape: Clover

Letter Exposure: C, G, J

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings  Model taking deep breathes and practicing the Conscious Discipline breathing techniques during a Comforts self by seeking out special difficult transition or conflict object or person  Weather Sensory Bottles: Sunny: color the water light blue and add a yellow pom pom; Cloudy: Begins to Is able to look at a situation clear water and fill with white cotton balls; Windy: differently or delay gratification clear water with little leaves inside; Rainy: clear water with blue water pearls 1b. Follows limits and expectations  Timer transition: set a timer to alert the children when it’s time to change centers; the alarm will Accepts redirection from adults make it easier to set up transition time for success  Discuss rules that construction workers must follow Begins to Manages classroom rules, in order to stay safe 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

Create a self-care station: how to set a table; set an area aside with a table cloth, napkins, plates, cups etc. prop up a picture of what a completed table arrangement looks like and ask the children to mimic the set up

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Social – Emotional (2. Establishes and sustains positive relationships) Objective & Indicator Objective Based Activities 2a. Forms relationships with adults  Describe to the children a healthy routine you participate in; perhaps its meditation or physical Uses trusted adult as a secure base from exercise; maybe it’s a nighttime routine of washing which to explore the world your face and brushing your teeth before bed  Share with the children your favorite foods; explore Manages separations without distress various foods with the children through pictures or and engages with trusted adults bring in actual foods to share with the kids i.e. apples, sugar snap peas etc. Have the children help you to clean the food and pass out the pieces 2b. Responds to emotional cues  Create a “Today I Am Feeling…” board and during morning meeting ask each child how they are Reacts to others’ emotional expressions feeling that day; they can choose from different visual emotions; after they choose ask them to Demonstrates concern about the express why they are feeling that way feelings of others 2c. Interacts with peers Plays near other children; uses similar materials or actions

Ask children, in groups of 2, to draw portraits of each other

Add white materials (cotton balls, pipe cleaners, qtips, scarves, felt, etc.) into the sensory bin for the children to explore together with a friend; encourage sharing and taking turns (*CE)

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 self and others  Take turns dressing and undressing baby dolls Responds appropriately to others’  Take turns practicing buttoning and zippering expressions of wants

Begins to Takes turns

3b. Solves social problems Begins to/can Seeks adult help to resolve social problems

Read The Giant of Jum and discuss the ways the giant is kind without even knowing he is being kind

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator Objective Based Activities 4. Demonstrates traveling skills  Draw clovers on the sidewalk; call out different ways to travel from clover to clover i.e. tiptoe; twirl; monster Experiments with different types stomps; bunny hops etc. of moving  Walking backwards and sideways down the hallway to the playground Begins to Moves purposefully  Broad jump contest 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

Practice walking front ways, backwards and sideways on a balance beam; the balance beam can be a 2x4 on the ground or drawn on with tape

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 Begins to Manipulate balls or similar objects with flexible body movements

“Kick the Cup”: write our letters for the month(C, G, J) on plastic cups; line the cups up on the floor and call out a letter; the children will try to kick the soccer ball into the called out letter

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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

Practice buttoning and zipping

  

Use paintbrushes to paint with white Practice writing letters: C, G, J in their journals Draw self portraits

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

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

 

Discuss the color white and make a list of items we know are white Go on a white scavenger hunt; find items in the class that are white Read Bear Feels Sick by Karma Wilson; discuss how we feel when we are sick; discuss ways we can help each other when our friends feel sick

3 step directions: Discuss dental health and how we can keep our mouths healthy; create a large tooth out of white paper and laminate it; give each child a small bowl of baking powder and a small bowl of water ( ask them to mix the water and baking soda) then ask them to use the toothbrush and brush the teeth with the mixture; then the third step use a wet paper towel to clean the tooth

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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

Hold up pictures of items that start with C, G, J and ask the children to name the object

Discuss March Holidays/Fun Days – St. Patrick’s Day; Butterflies, Manatees Create a list with the children on the benefits of being kind Create a list of feelings related to being kind; proud, courageous, nice, etc.

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

 

Read Germs Are Not for Sharing; talk about how germs make us sick; discuss handwashing and how important it is to wash our hands and stay healthy; use glitter to represent germs and show our friends how thoroughly they need to wash their hands to get rid of the “germs”

Ask children to recall what healthy foods they ate for dinner the night before Ask the children to recall a time when they were sick; how did they feel? Did they go to the doctor?

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

Doctor Visit: one child is the patient; the other the doctor; set area up with lab coat, stethoscope, etc. ask the children to discuss an illness and their bodies as well as how to take care of themselves

Read The Very Hungry Caterpillar by Eric Carle; spark discussion over the various healthy and nonhealthy foods the caterpillar eats; create a chart with pictures of the foods and the children can stick the food under the heading “Healthy” or “Not Healthy”

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  Using a cupcake tin; place different colored paper Begins to/can Sustains interest in at the bottom of each well; give the children the working on a task, especially same colored pom poms to separate and drop when adults offer suggestions, into the tin with the same color; for an added questions, and comments bonus move the pom poms with clothespins or tweezers  Add white water pearls in the sensory table with scoops and cups to dump and fill 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 clovers on paper; ask children to trace the clover with stones or marbles or any loose part Draw C, G, J on paper and ask children to trace the letter with loose parts

Using an empty parmesan cheese shaker equip your children with a bowl of q-tips; ask them to put the q-tips in the jar

Create clover stamps out of sponges; use the stamps to make a collage Spread baking soda on a plate; have the children help drop food coloring drops on the baking soda, then have them squeeze drops of vinegar and watch the combination create a fizzing reaction Roll balls and cars down ramps

 

Draw outlines of our bodies on large sheets of paper; ask the children to draw their faces; and put their heart in the right spot, their lungs, their brain etc. Hang the drawings on the wall or down the hallway

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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

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

  

Hide clovers 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 clovers Pull out a book that you did a Read Aloud on last week and ask several questions about the book; see what they remember

Sit out a piece of construction paper for every color in the rainbow; cut healthy foods from magazines; ask your children to match the healthy food with the color construction paper

Objective Based Activities

Classify body parts Classify white objects Classify foods

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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 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

  

  

Display pictures of white objects and ask the children to name the objects Read Eating the Alphabet; ask the children to point out various foods and call out their name Name body parts when pointed to

Pretend to be doctors and place baby dolls out with band aids, gauze, wraps and tape; ask the children to take care of the babies Pretend to be working in a grocery store Read the Grouchy Ladybug; role play being the grouchy ladybug and being the kind animals

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Literacy Literacy (15. Demonstrates phonological awareness) Objective & Indicator Objective Based Activities 15a. Notices and discriminates rhyme Joins in rhyming songs and games

Recite “Head Shoulders Knees and Toes”

Fills in the missing rhyming word; generates rhyming words spontaneously 15b. Notices and discriminates alliteration

Using the letters C, G, J present words that begin with those letters i.e. C: car, can, cloud, corn Read Clara Caterpillar by Pamela Edwards; a great book to discuss Spring and alliteration; ask the children to point out all the examples of alliteration

Sings songs and recites rhymes and refrains with repeating initial sounds

Literacy (16. Demonstrates knowledge of the alphabet) Objective & Indicator Objective Based Activities 16a. Identifies and names letters  Holding up cards with letters on them, see if children recognize the first letter in their name Begins to/can Recognizes and names a few letters in own name

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Literacy (17. Demonstrates knowledge of print and its uses) Objective & Indicator Objective Based Activities 17a. Uses and appreciates books  I Am a Bunny  Runaway Bunny Shows interest in books  Pat the Bunny  The Napping House Orients book correctly; turns  Little Pea pages from the front of the book  The Going to Bed Book to the back; recognizes familiar  We’re Going on a Bear Hunt books by their covers 17b. Uses print concepts Begins to/can Shows understanding that text is meaningful and can be read

Look for the letters C, G, J in books

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Literacy (18. Comprehends and responds to books and other texts) Objective & Indicator Objective Based Activities 18a. Interacts during read-alouds  I Am a Bunny and book conversations  Runaway Bunny  Pat the Bunny  The Napping House Begins to/can Contributes  Little Pea particular language from the  The Going to Bed Book book at the appropriate time  We’re Going on a Bear Hunt 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 children to think about what will happen next in a story Ask children to think about what is happening in the story from the pictures

Ask children to help re-read a favorite story to the class using the pictures as visual cues

Literacy (19. Demonstrates emergent writing skills) Objective & Indicator Objective Based Activities 19a. Writes name Scribbles or marks Controlled linear scribbles 19b. Writes to convey meaning

Write names on black paper with white paint

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 Create a list of new words: femur, skeleton, lungs, brain, joint etc. In the journal focus on the letters: C, G, J

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 Verbally counts (not always in the correct order) Verbally counts to 10; counts up to five objects accurately, using 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

   

Separate loose parts that a construction worker would use i.e. nuts and bolts; ask the children to classify the parts then count them

Numeral Scavenger Hunt: search the room looking for “one”, “two” etc. Roll a die; count the dots and decide what number is represented; then point to the written number on a paper

 Begins to/can Recognizes and names a few numerals

Count white objects Count to 6 when upset and needing to breathe Count the number of clover objects found in classroom Count the buttons on shirts

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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)

Tunnel Play: call out a friends name; ask them to go through the tunnel, around the tunnel, out of the tunnel, in the tunnel, stand next to the tunnel etc.

 

Discuss clovers; go on a clover scavenger hunt Trace the shapes of blocks from block corner onto a large piece of paper; place a pile of blocks near the traced paper; ask the children to match the 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

   

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

Objective Based Activities

Compare and contrast different shoe sizes Compare and contrast height Compare and contrast eye color, hair color, skin color Compare and contrast weather; rainy days and sunny days Compare and contrast different foods

Math (23. Demonstrates knowledge of patterns) Objective & Indicator 23. Demonstrates knowledge of patterns Begins to/can Shows interest in simple patterns in everyday life

Objective Based Activities

Complete simple patters with large and small clovers

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 Discuss wind: make a list of items the wind can blow and items it cannot Make a tornado in a bottle

Objective Based Activities Go on a nature walk and gather leaves, grass, flower petals, whatever excites your children; bring the items back and tape on a piece of paper; allow the children to paint over the items; dry the artwork; when dry pull of the taped items; or better yet let the children try to pull off the tape! Tree bark rubbings: put a large piece of paper around a tree; rub with crayons

Objective Based Activities What’s Magnetic? Fill a bin with various objects; give each child a magnetic wand and have them discover which items are magnetic and which are not; create a chart and place the items under "Magnetic” or “Not-Magnetic”

Objective Based Activities Explore a variety of vegetable and flower seeds; plant the seeds in cups; water every day until seedlings sprout; then transfer the seedling to a larger pot; discuss the items the plants need to survive Objective Based Activities Bring in different colored peppers; cut them open and ask the children to help de-seed the peppers with tweezers; use magnifying glasses to examine the seeds; afterwards cut the peppers and taste test

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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 it makes you feel when you are kind? When you are hurtful?

Objective Based Activities Discuss different foods from around the world Discuss doctors and how they keep us healthy

Objective Based Activities Observe changes in the playground and area surrounding the school as spring nears; are there buds on trees? Are shoots coming out of the ground?

Objective Based Activities Talk a walk in the neighborhood to observe buildings; make maps and identify the location of key buildings

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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 clovers; equip each child with a canvas and paintbrush and green and white paint; allow them to create own clovers Place a large piece of paper on the wall; give the children roller brushes and allow them to paint with green after wards let them texturize the paper by swiping it with different texturized carpet squares and turf squares

Objective Based Activities 

Explore Celtic music in honor of St. Patrick’s Day

Objective Based Activities Watch videos of Riverdance and ask the children to mimic the movements

Objective Based Activities 

Read Construction Workers and prepare a construction site for the children to be workers in; include hard hats, boots, work clothes, walkie talkies, safety glasses, tool belts, tools, blueprints etc

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Preschool Age Group Month Theme/Unit

Concepts

Preschool Readiness March Buildings Math: Shape Attributes/19 & 20 Language & Literacy: B, K, ck Science: Bones and Bodies Physical Development: Exercise routines and drawing faces Social-Emotional / Conscious Discipline: Expressing your emotions

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings Comforts self by seeking out special object or person

Ask the children to look through magazines for a certain emotion, i.e. anger, fear, love, sad, happy etc. every time they find a feeling, they can cut it out and add it to the pile; afterwards create a class made “Emotions” book for Safe Place

Timer transition: set a timer to alert the children when its time to change centers; the alarm will make it easier to set up transition time for success Discuss rules that construction workers must follow in order to stay safe

Is able to look at a situation differently or delay gratification

1b. Follows limits and expectations Accepts redirection from adults Manages classroom rules, routines, and transitions with occasional reminders

1c. Takes care of own needs appropriately

Demonstrates confidence in meeting own needs Begins to Takes responsibility for own well-being

Create a self care station: how to set a table; set an area aside with a table cloth, napkins, plates, cups etc. prop up a picture of what a completed table arrangement looks like and ask the children to mimic the set up Discuss exercise; ask the children what their favorite exercise moves are then put them into a routine i.e. “Now were touching our toes, Jack’s favorite!...Now were reaching up to the sky, Joe’s favorite!” and so on

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Social – Emotional (2. Establishes and sustains positive relationships) Objective & Indicator Objective Based Activities 2a. Forms relationships with adults  Describe to the children a healthy routine you participate in; perhaps its meditation or physical Manages separations without distress exercise; maybe it’s a nighttime routine of and engages with trusted adults washing your face and brushing your teeth before Begins to Engages with trusted adults as bed 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

Create a “Today I Am Feeling…” board and during morning meeting ask each child how they are feeling that day; they can choose from different visual emotions; after they choose ask them to express why they are feeling that way

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

“Stick Houses”: sit up pictures of houses; ask the children to create their own houses with popsicle sticks, glue and paper; have them work in small groups and pile all the materials in the center so the children have to interact and share

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

Place pictures of famous buildings (Taj Mahal, Freedom Tower, Leaning Tower of Pisa) in blocks and invite small groups to create their own version together Ask children, in groups of 2, to draw portraits of each other

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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  Using parts of the face cut from magazines (eyes, self and others noses, lips etc.) and loose parts, yarn, popsicle sticks, rubber bangs etc. ask the children to create faces

Takes turns

3b. Solves social problems Seeks adult help to resolve social problems Suggests solutions to social problems

 

Have a special “Take Care of Our Building Day” sweep, wash, tidy up various parts of the school Discuss how when we express our emotions it makes us feel better and we treat people better; practice taking turns to say how you feel or point to a visual cue that helps express emotion

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator Objective Based Activities 4. Demonstrates traveling skills  Create construction movement cards; discuss all the movements construction vehicles make i.e. pushing, Moves purposefully from place to place stretching, spinning, digging, tipping, scooping etc. with control flip over cards and call out the action; ask the children to mimic the action Physical (5. Demonstrates balancing skills) Objective & Indicator Objective Based Activities 5. Demonstrates balancing skills  Create a exercise routine during morning meeting that consists of a balancing sequence; tree pose, Sustains balance during complex chair pose; warrior 3 (look these up online for visual movement experiences cues); do the routine everyday and the children will Begins to Sustains balance during pick up on the sequence complex movement experiences

Physical (6. Demonstrates gross-motor manipulative skills) Objective & Indicator Objective Based Activities 6. Demonstrates gross-motor  “Kick the Cup”: write our letters for the month on manipulative skills plastic cups; line the cups up on the floor and call out Manipulates balls or similar objects with a full range of motion

a letter; the children will try to kick the soccer ball into the called out letter

Physical (7. Demonstrates fine motor strength and coordination) Objective & Indicator Objective Based Activities 7a. Uses fingers and hands  Practice holding a crayon/pencil to draw faces  Cut sponges to resemble houses; place a large Uses refined wrist and finger movements piece of butcher paper on the table and ask the children to work together to make a map; they Begins to Uses small, precise finger and can sponge paint houses, draw roads, glue cut hand movements out pictures of trees etc. 7b. Uses writing and drawing tools  Practice writing numbers: 2 and 9 in their journal Grips drawing and writing tools with  Practice writing letters: P, R, J , D & G in their whole hand but may use whole-arm journals movements  Draw self portraits 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 buildings Responds appropriately to complex statements, questions, vocabulary, and stories

and what we want to know about buildings Introduce vocab words related to buildings i.e. construction, architect, materials etc.

8b. Follows directions  Follows simple requests not accompanied by gestures Follows directions of two or more steps that relate to familiar objects and experiences

Take pictures of simple structures you (the teacher) created in blocks; place these pictures on the floor of blocks and ask the children to duplicate the structure they see on the picture with the blocks available to them

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 buildings your expressive vocabulary students can think of i.e. schools, libraries post Describes and tells the use of many familiar objects

9b. Speaks clearly

Is understood by most people; may mispronounce new, long, or unusual words

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

 

offices, etc. Display the list on the wall Discuss why we have eyebrows- So sweat and water does not run into our eyes Discuss architects; give the children clipboards and pencils and ask them to draw the layout of the classroom like an architect would Discuss why our ears are shaped oddly-in order to hear sound waves better Create a list of tools needed to construct a building i.e. hammer, saw, level, etc. Bring these tools in for the children to feel and hold; allow the children to talk about the tools, maybe they’ve seen one before or helped a parent use one of the tools Discuss calcium and how it helps our bones grow Ask the children, “I wonder who built our school. How do you think it was made? How many people do you think it took to make our school? How long do you think it took to build our school?” Record their answers; perhaps make the discussion into a class made book 69 | P a g e


Tells stories about other times and places that have a logical order and that include major details

Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations  Doctor Visit: one child is the patient; the other the doctor; set area up with lab coat, stethoscope, Engages in conversations of at least three exchanges etc. ask the children to discuss an illness and their bodies as well as how to take care of themselves 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



Ask the children to take turns expressing what happens when buildings begin to get old and fall apart

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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

Create a construction site in your sensory bin utilizing sand, rocks and smaller construction vehicles; allow the children the space to create their own construction site with these materials

Using homemade gray playdough as “cement”; ask the children to practice being brick layers and create a structure with small blocks and playdough

Create habitats/buildings for animals; discuss the needs of the animal and ask the children to design a habitat for them; create in the sensory bin using ferns, wooden sticks, cotton balls, etc.

Make a Spine using cut up egg cartons thread together with a red pipe cleaner and yellow circles cut out to make discs; discuss with the children where our spine is in our body and what it does for us

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

Draw outlines of our bodies on large sheets of paper; ask the children to draw their faces; and put their heart in the right spot, their lungs, their brain etc. Hang the drawings on the wall or down the hallway

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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 what type of buildings they passed on their way to school that morning Create a collage of different types of buildings. Ask the children to recall where and when they have seen some of these buildings before

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 the different types of buildings by size Classify different types of bones

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

Print out pictures of the human skeleton; ask the children to put a life size model of the human skeleton together with the copies; when they are finished tape it all together and hang on the wall

Objective Based Activities Equip children with paper towel rolls, toilet paper rolls, tree rings, etc. allow them to construct; when they are finished asked them what type of building they built; take pictures and dictate their answers Place 3 large cardboard boxes in Dramatic Play and allow the children to reenact The 3 Little Pigs. Place hay, sticks and wooden blocks to represent bricks in the scene as well Place baby dolls out with band aids, gauze, wraps and tape; ask the children to take care of the babies

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Literacy Literacy (15. Demonstrates phonological awareness) Objective & Indicator Objective Based Activities 15a. Notices and discriminates rhyme Fills in the missing rhyming word; generates rhyming words spontaneously

Recite “Head Shoulders Knees and Toes”

Begins to Decides whether two words rhyme

15b. Notices and discriminates alliteration

Read Clara Caterpillar by Pamela Edwards; a great book to discuss Spring and alliteration; ask the children to point out all the examples of alliteration

Syllable Hop: Say a word and model the number of syllables with hops; ask the children to mimic the action

Sings songs and recites rhymes and refrains with repeating initial sounds 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 Begins to Hears and shows awareness of separate syllables in words Begins to Verbally separates and blends onset and rime

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

 

Play alphabet bingo Write the letters on a metal try; using magnetic letters ask the children to match letters

Call out a letter sound; ask the children to find something in the classroom that begins with that letter sound

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Literacy (17. Demonstrates knowledge of print and its uses) Objective & Indicator Objective Based Activities 17a. Uses and appreciates books  One Big Building: A Counting Book About 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

      

Construction by Michael Dahl Building the New School by Ann M. Martin Construction Zone by Tana Hoban What It Feels Like To Be A Building by Forrest Wilson Building Heroes by Annie Auerbach This Is Our House by Michael Rosen Dry Bones by Kate Edmunds The Skeleton Inside You by Philip Balestrino

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

Ask children to point out the letters P, R, J, D, G, B, K and ck in the books that are read

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Literacy (18. Comprehends and responds to books and other texts) Objective & Indicator Objective Based Activities 18a. Interacts during read-alouds  One Big Building: A Counting Book About and book conversations Construction by Michael Dahl  Building the New School by Ann M. Martin Contributes particular language from  Construction Zone by Tana Hoban the book at the appropriate time  What It Feels Like To Be A Building by Forrest Wilson Asks and answers questions about the  Building Heroes by Annie Auerbach text; refers to pictures  This Is Our House by Michael Rosen  Dry Bones by Kate Edmunds  The Skeleton Inside You by Philip Balestrino 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 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.

18c. Retells stories

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

Create a class book, “My Favorite Buildings” Children can decide what type of buildings are their favorite and why Create a class book, “Buildings Around My School”

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

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

 

Ask children to sign in every day when they arrive Spell name out with playdough

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 Create a list of new words: femur, skeleton, lungs, brain, joint etc. In the journal focus on the letters: P, R, J, D & G

Mock letters or letter-like forms

19b. Writes to convey meaning Controlled linear scribbles Mock letters or letter-like forms Letter strings

 

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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

  

Count 19-20 windows in a building Count the bones in our arms, legs, etc. Name and count all the body parts the children can remember

Separate loose parts that a construction worker would use i.e. nuts and bolts; ask the children to classify the parts then count them

Numeral Scavenger Hunt: search the room looking for “one”, “two” etc. Roll a die; count the dots and decide what number is represented; then point to the written number on a paper

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

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Mathematics (21. Explores and describes spatial relationships and shapes) Objective & Indicator Objective Based Activities 21a. Understands spatial relationships Follows simple directions related to proximity (beside, between, next to)

Ask the children to draw faces; then give them directions such as; draw freckles under the nose; draw glasses over the eyes; draw a pink bow on the hair etc.

Discern and identify different shapes in buildings; circular windows, triangular roofs, rectangular bricks etc. Sit out basic shapes and ask the children to create castles or schools or libraries or keep it open ended and just ask them to build and see what they create

Begins to Uses and responds appropriately to positional words indicating location, direction, and distance

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

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

Objective Based Activities

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

  

Measure the heights of different block towers Measure the length of children’s bones and adult bones and compare How heavy are our bones? Research and discover

Begins to Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools

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Mathematics (23. Demonstrates knowledge of patterns ) Objective & Indicator Objective Based Activities 23. Demonstrates knowledge of  Colored patterns when building connected brick patterns towers  Wooden block towers; square, rectangle, square, Copies simple repeating patterns rectangle etc.

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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 Give the children access to PVC piping ask them to be plumbers and work on the plumbing in their school; ask them to explore how the pipes connect and how the water flows through the pipes

Objective Based Activities Differentiate between natural and human made materials used for constructing buildings

Objective Based Activities Read The Three Little Pigs; discuss the materials used to build the houses and which materials were not good choices and which were and why

Objective Based Activities 

 

Discuss Daylight Savings

Objective Based Activities Explore the use of tools such as levers, pulleys, and wheels as part of the construction process; create your own simple machine with empty wooden spools, string, pencils and a plastic cup to lift and drop Keep a list of tools needed to construct a building Watch a video of how architects use computers to help them design buildings

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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 Ask the children which exercise routines are their favorite and why? Ask the children to think about their homes and create a floor plan Ask the children to perform certain exercise i.e. pushups or sit-ups and explain which muscles they are strengthening

Objective Based Activities Display pictures of buildings from around the world; what do schools look like in Japan? What do hospitals look like in India? What do houses look like in Fiji? Take pictures of these buildings and give them to the children, ask them to discuss similarities and differences

Objective Based Activities Observe and compare older buildings with newer ones to learn about change over time Observe changes in the playground and area surrounding the school as Spring nears; are there buds on trees? Are shoots coming out of the ground?

Objective Based Activities  

Talk a walk in the neighborhood to observe buildings; make maps and identify the location of key buildings Understand geographic location using floor plans

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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 Represent buildings through drawings and 3D construction with materials such as clay Create a city using cardboard boxes

Objective Based Activities 

Explore Celtic music in honor of St. Patrick’s Day

Objective Based Activities Watch videos of Riverdance and ask the children to mimic the movements

Objective Based Activities 

Read Construction Workers and prepare a construction site for the children to be workers in; include hard hats, boots, work clothes, walkie talkies, safety glasses, tool belts, tools, blueprints etc

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Kindergarten Readiness Age Group Month Study

Concepts

Kindergarten Readiness March Buildings Math: Money Language & Literacy: Comparisons Word Families: -en & -ub Word Wall: yellow, said, it & go Writing: unit related vocabulary words, word wall and word family words Science: Planets/Air & Water Physical Development: Exercise Routines Social-Emotional / Conscious Discipline: Honesty

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings  Discuss what it means to be honest; how does it feel when we are honest? Is able to look at a situation differently or  Create a solar system sensory bottle; or multiple delay gratification bottles to represent each planet i.e. anger “Mars”; Controls strong emotions in an love “Venus”; Mercury “inquisitive” etc. appropriate manner most of the time

1b. Follows limits and expectations Manages classroom rules, routines, and transitions with occasional reminders

Discuss rules that construction workers must follow in order to stay safe

Continue with meditation; start with 2-3 minutes and add 1 minute per day Discuss the healthy habit of creating exercise routines

Applies rules in new but similar situations

1c. Takes care of own needs appropriately Demonstrates confidence in meeting own needs

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  Describe to the children a healthy routine you participate in; perhaps its meditation or physical exercise; maybe it’s a nighttime routine of Engages with trusted adults as resources washing your face and brushing your teeth before and to share mutual interests bed 2b. Responds to emotional cues  Create a “Today I Am Feeling…” board and during morning meeting ask each child how they Identifies basic emotional reactions of are feeling that day; they can choose from others and their causes accurately different visual emotions; after they choose ask them why they are feeling that way 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

Define the word “blueprint”; have blueprints available for the children to explore. Ask the children to work together in groups to create blueprints; then use the blueprints to create their building in Blocks. Take pictures of the blueprints and pictures of the actual creation and display side by side or create a class made book Have the children plan and build together a replica of their school using cardboard

Social – Emotional (3. Participates cooperatively and constructively in group situations) Objective & Indicator Objective Based Activities 3a. Balances needs and rights of  Place a bowl in the center of the table filled with self and others coins in all denominations; place smaller bowls Takes turns around the larger bowl and ask the children to take turns sorting the coins i.e. pennies with Initiates the sharing of materials in the pennies, nickels with nickels etc. classroom and outdoor 3b. Solves social problems  Discuss honesty and talk about what happens Suggests solutions to social problems when we are not truthful and how it effects those around us; talk about what we can do to help Begins to Resolves social problems each other be honest through negotiation and compromise  Have a special “Take Care of Our Building Day” sweep, wash, tidy up various parts of the school

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator 4. Demonstrates traveling skills Moves purposefully from place to place with control

Coordinates complex movements in play and games

Objective Based Activities

Create construction movement cards; discuss all the movements construction vehicles make i.e. pushing, stretching, spinning, digging, tipping, scooping etc. flip over cards and call out the action; ask the children to mimic the action

Physical (5. Demonstrates balancing skills) Objective & Indicator Objective Based Activities 5. Demonstrates balancing skills  Create a exercise routine during morning meeting that consists of a balancing sequence; tree pose, Sustains balance during complex chair pose; warrior 3 (look these up online for visual movement experiences cues); do the routine everyday and the children will pick up on the sequence Sustains balance during complex  Write a planet name on different circles and the sun; movement experiences ask the children to place the circles in order of the planets in the solar system; when they are correct ask them to hop from planet to planet 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

Fly kites on a windy day

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  Write letters on clothespins, allow the children to pin the clothespin to a word family card in order Uses refined wrist and finger movements to change –en and –ub words for example, “T” for “Ten” or “S” for “Sub” Uses small, precise finger and hand  Cut out planets from cardboard; present the movements children with various lacing materials (yarn, string, elastic, leather, vinyl etc.) in various colors; place pictures on the table of the planets and ask the children to create a representation of each planet; hang your 3D model from the ceiling 7b. Uses writing and drawing  Write upper and lower case letters in journal tools  Write sight words, yellow, said, it & go in journal while correctly holding pencil Holds drawing and writing tools by using  Practice writing vocabulary words, word wall a three-point finger grip but may hold words, and family words the instrument too close to one end  Practice writing new unit words: building, construction, design, structure etc.  “Space Stones” paint rocks to represent the planets

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Language Language (8. Listens to and understands increasingly complex language) Objective & Indicator Objective Based Activities 8a. Comprehends language  Create a class KWL Chart on “Buildings” keep the chart displayed and add to it as the children Responds appropriately to specific make new discoveries vocabulary and simple statements,  Discuss Exercise Routines and ways to keep our questions, and stories routines and habits Responds appropriately to complex  Introduce new words: eave, architect, excavator, statements, questions, vocabulary, and structure etc. stories

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

Take pictures of simple structures you (the teacher) created in blocks; place these pictures on the floor of blocks and ask the children to duplicate the structure they see on the picture with the blocks available to them

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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 buildings your expressive vocabulary students can think of i.e. schools, libraries post Describes and tells the use of many offices, etc. Display the list on the wall; perhaps familiar objects let the children write the list  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 i.e. conversations honesty, buildings, construction etc. 9b. Speaks clearly Is understood by most people; may  Read Iggy Peck, Architect; discuss architects and mispronounce new, long, or unusual what they do words  Discuss the presidents reflected on the different currencies Begins to Pronounces multisyllabic or unusual words correctly

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 purposes of buildings; i.e. going to school or learning, living in, entertainment like a bowling alley or movie theater etc. Ask the children, “I wonder who built our school. How do you think it was made? How many people do you think it took to make our school? How long do you think it took to build our school?” Record their answers; perhaps make the discussion into a class made book.

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Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations Engages in conversations of at least  Discuss our solar system and what is made of; ask three exchanges the children what they know about other planets and what they want to know (KWL chart) Begins to Engages in complex, lengthy conversations (five or more exchanges)

10b. Uses social rules of language

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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



Have conversation starters available at lunch time; make it a job where 1 child picks that days conversation topic; allow each child the chance to respond; explain the rules of conversation i.e. turn taking and patience Ask the children to take turns expressing what happens when buildings begin to get old and fall apart

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Cognitive Cognitive (11. Demonstrates positive approaches to learning) Objective & Indicator Objective Based Activities 11a. Attends and engages  Create a construction site in your sensory bin utilizing sand, rocks and smaller construction vehicles; allow the children the space to create Sustains work on age appropriate, their own construction site with these materials interesting tasks; can ignore most  “Exploding Jupiter”: using baking soda, liquid distractions and interruptions watercolors, water, vinegar, eye droppers and Begins to Sustains attention to tasks or ball molds i.e. ball shaped scoops; look at pictures projects over time (days to weeks); can of Jupiter and decide which colors match the return to activities after interruptions best to your mixture of baking soda and water (makes a thick white paste) add the chosen colors, form into a ball mold; add vinegar to eye droppers and have fun exploding Jupiter! 11b. Persists  Giving the children PVC pipes, string and a foam Plans and pursues a variety of ball ask them to build a structure similar to a appropriately challenging tasks wrecking ball; then ask them to build a tower with blocks and see if their wrecking ball can knock down their tower 11c. Solves problems  Read Henry Builds a Cabin by D.B. Johnson about a bear who builds a home for himself; explain the natural elements animals have to face when Solves problems without having to try building their homes as well as incorporate the every possibility animals needs and ask the children to create the perfect habitats for a variety of animals; create Begins to Thinks problems through, these habitats in sensory tables or in blocks or considering several possibilities and dramatic play; keep the habitats out for parents analyzing results to see 11d. Shows curiosity and motivation  Watch a video that explains where money comes Shows eagerness to learn about a from and how it is made variety of topics and ideas  Discuss Wind: create a tornado in a bottle Begins to Uses a variety of resources to find answers to questions

11e. Shows flexibility and inventiveness in thinking Changes plans if a better idea is thought of or proposed Begins to Thinks through possible longterm solutions and takes on more abstract challenges

Read Building by Shelagh McGee and after discussing the book and how the main character discovers that almost anything can be made with simple materials and imagination, present the children with a variety of loose materials and challenge the children to create their own school 89 | P a g e


Cognitive (12. Remembers and connects experiences) Objective & Indicator Objective Based Activities 12a. Recognizes and recalls Tells about experiences in order,  Create a collage of different types of buildings. provides details, and evaluates the Ask the children to recall where and when they experience; recalls 3 or 4 items removed have seen some of these buildings before from view  Ask the children to recall what kind of buildings Begins to Uses a few deliberate they passed on the way to school that morning strategies to remember information

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 characteristic and indicates the reason

  

Objective Based Activities Classify the different types of buildings by size Classify money; pennies, nickles etc. Classify buildings into type: i.e. barns, castles, churches, schools, hospitals etc.

Cognitive (14. Thinks symbolically) Objective & Indicator 14a. Thinks symbolically Draws or constructs, and then identifies what it is

Objective Based Activities

Create blueprints or floor plans; then use the blueprints or layout to create the structure

Take children in groups of 2-3 around their school and allow them to pretend to be building inspectors; give them clipboards and pencils; construction hats and ask them to check their school i.e. do the toilets flush? Do the lights work? Do any doors squeak? Etc.

Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas

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

Print photocopies of dollar bills; explain how coins add up to a dollar; 4 quarters, 10 dimes etc. Read Going Around the Sun: Some Planetary Fun by Marianne Berkes; after reading find balls in the classroom that represent the sizes of each planet in relation to each other; line the balls up in order for a visual representation of our solar system; have some fun and add pom poms as asteroids!

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Literacy Literacy (15. Demonstrates phonological awareness) Objective & Indicator Objective Based Activities 15a. Notices and discriminates  “Penny penny easily spent. Coppery brown and rhyme worth 1 cent!”  “Nickel nickel thick and fat. You’re worth 5 cents, I Fills in the missing rhyming word; know that!” generates rhyming words spontaneously  “Dime dime little and thin. I remember you’re worth 10!” Decides whether two words rhyme  “Quarter quarter big and bold. You’re worth 25 I’m told!” 15b. Notices and discriminates alliteration  Read Clara Caterpillar by Pamela Edwards; a Shows awareness that some words great book to discuss Spring and alliteration; ask begin the same way the children to point out all the examples of alliteration 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

Syllable Hop: Say a word and model the number of syllables with hops; ask the children to mimic the action

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

Using the word families –en and –ub; 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. M-en; T-ub; R-ub they may make errors i.e F-en, 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

     

Architecture, Shapes by Michael Crosbie Building Shapes by Susan Canizares Building a House by Byron Barton Construction Workers by Tami Deedrick How a House is Built Gail Gibbons Houses and Homes Ann Morris

Ask the children to take turns reading a book to the class

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  Architecture, Shapes by Michael Crosbie  Building Shapes by Susan Canizares Asks and answers questions about the  Building a House by Byron Barton text; refers to pictures  Construction Workers by Tami Deedrick Identifies story-related problems, events,  How a House is Built Gail Gibbons and resolutions during conversations  Houses and Homes Ann Morris 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

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.

Create a class book, “My Favorite Buildings” Children can decide what type of buildings are their favorite and why Create a class book, “Buildings Around My School”

Pretends to read, reciting language that closely matches the text on each page and using reading-like intonation

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

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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  Create “space dust” on a tray for children to draw Letter strings their names in 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

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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 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

  

Count the number of windows in their school Count 20 pennies, dimes and so on Count the planets in our solar system

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

Separate loose parts that a construction worker would use i.e. nuts and bolts; ask the children to classify the parts then count them

Write number 1-5 in a cloud; ask the children to place that number of droplets below the cloud

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  “Solar System Scavenger Hunt” Hang a large relationships piece of black fabric over the fence on the playground; hide representations of the planets Uses and responds appropriately to around the playground for the children to find positional words indicating location, (these can be playground balls in the correct direction, and distance sizes; perhaps paper mache planets you’ve already created etc. ) as the children find the Begins to Uses and makes simple planets (don’t forget the Sun!) ask them to place sketches, models, or pictorial maps to locate objects them in “Space” (the black fabric, using tape or Velcro) use positional words to assist placing the planets in the correct order 21b. Understands shapes 

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

Discern and identify different shapes in buildings; circular windows, triangular roofs, rectangular bricks etc.

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

Measure the heights of different block towers Compare and contrast the sizes of the planets Keep track of temperatures over the month; compare and contrast the highs and lows Does Air weigh anything? Blow up a few balloons and hang them on a scale; place a few deflated balloons on the other side and measure

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  Repeat simple construction patterns using 3-D shapes  After keeping a temperature chart examine the chart Copies simple repeating patterns and see if there are any patterns 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 Give the children access to PVC piping ask them to be plumbers and work on the plumbing in their school; ask them to explore how the pipes connect and how the water flows through the pipes Investigate pictures of The Leaning Tower of Pisa; hypothesize about why it leans and does not fall over; experiment with various construction designs for strength and stability; ask the children to question certain designs and their effectiveness Experiment: “Clean Coins” Which cleans best? water, vinegar, soda or lemonade Objective Based Activities Differentiate between natural and human made materials used for constructing buildings Objective Based Activities Discuss building foundations and explain how different buildings have different foundations i.e. cement, stone or posts; explain how different foundations are stronger than others; visually display this by creating a building out of wooden blocks on the solid floor then the same building on a piece of fabric suspended between two desks Discuss materials used for walls i.e. wood, brick, steel, cement, straw and which materials are sturdier for houses

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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 How does weather and pollution affect buildings? “Earth’s orbit”: using a pie tin, yellow playdough and a small blue/green ball; create the sun by rolling a small yellow ball of playdough and smashing it flat in the center of the tin; place the ball inside and let the children roll the ball around and around the sun Discuss Daylight Savings Discuss the Water Cycle; afterwards create The Water Cycle in a Bag by drawing the sun, water and a cloud with a black sharpie on a ziplock bag (or have the kids draw it!), fill with a ¼ cup of water and add a few drops of blue food coloring; tape to a window and allow Science to happen! The sun will naturally warm the water and evaporate some of it and turn into vapor (clouds) then the vapor will cool and turn into tiny droplets (rain)

Objective Based Activities Explore the use of tools such as levers, pulleys, and wheels as part of the construction process; create your own simple machine with empty wooden spools, string, pencils and a plastic cup to lift and drop Keep a list of tools needed to construct a building Watch a video of how architects use computers to help them design buildings

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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

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

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Social Studies Objective & Indicator 32. Demonstrates simple geographic knowledge

Objective Based Activities Ask the children which exercise routines are their favorite and why? Ask the children to think about being honest and if there was a time when they were not honest, how did it make them feel? Ask the children to think about their homes and create a floor plan

Objective Based Activities Display pictures of buildings from around the world; what do schools look like in Japan? What do hospitals look like in India? What do houses look like in Fiji? Take pictures of these buildings and give them to the children, ask them to discuss similarities and differences Discuss foreign money and what it looks like Understand astronauts and the challenges they face living and working in space

Objective Based Activities Observe and compare older buildings with newer ones to learn about change over time Observe changes in the playground and area surrounding the school as Spring nears; are there buds on trees? Are shoots coming out of the ground?

Objective Based Activities   

Talk a walk in the neighborhood to observe buildings; make maps and identify the location of key buildings Understand geographic location using floor plans Discuss Spring and Northern/Southern Hemisphere

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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 Represent buildings through drawings and 3D construction with materials such as clay Paper mache planets Create windsocks and hang outside Objective Based Activities

Explore Celtic music in honor of St. Patrick’s Day

Objective Based Activities Watch videos of Riverdance and ask the children to mimic the movements

Objective Based Activities Read Construction Workers and prepare a construction site for the children to be workers in; include hard hats, boots, work clothes, walkie talkies, safety glasses, tool belts, tools, blueprints etc. Create a classroom store where the children sell goods and services in exchange for money

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March curriculum resource guide  
March curriculum resource guide  
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