Develop Mathematical Thinking in Early Learners
2 DAY
WEEK 1: Our School
LARGE GROUP
20 min
(20 minutes x 1 rotation)
Circle Time and Story Time
Dad ’ s First Day First D
N
N A G
E
O A
A
ll summer Oliver and his dad played together, laughed together, sang together, an d read together. Now it’s the first day of schoo l! Oliver is ready but his dad isn’t
. . . Suddenly Oliver’s dad feels
nervous and would rather stay h
ome. But Oliver isn’t convinced. What What if it’s the start of an exciti In this charming story of first-da Mike Wohnoutka perfectly captu kids and their parents when big changes ng year?
if the first day is really fun?
Math: Counting Mind Builder: Social Development
y jitters, acclaimed creator res the mixed emotions felt by
Mike Wohnoutka
are afoot.
Cover illustrations © 2015 by Mike Wohnoutka This edition is available for distributi on only through the school market.
Language: Vocabulary
ISBN 978-1-33
8-04517-8
9 781338 0451
78
B L OOMS B U R Y
Book: Dad’s First Day
In this lesson, you will:
DAY 4
ALL ABOUT ME | WEEK 1: ME AND Y OU
CIRCLE
TIME
• Use Circle Time to learn about to and introduce vocabulary (
ME AND YOU
LANGUAGE
5 min
Talk About What You Like to Do Talk with children about what di erent people like to do. Discu ss how doing things they like can make them happy.
CIRCLE
TIME
Pia Likes Pie! Tell children to pretend that they only like things with names that start with the same sound as the ir own names. Model with your na me.
Focus on Vocabulary Introduce new vocabulary words. Use 1.1.4 Vocabulary Cards. catch square
5 min
STORY
TIME
15 min
STORY
Share the Big Chart of Big Ideas Show Big Chart 1.1.4 This week we are going to read I like to. . . . It is an informational text in the form of a poster. Informational texts give true facts. Use Scout puppet. Scout loves to look at informational posters. They give great information! Connect the Texts Alma and How She Got Her Name and I like to . . . both talk about things that dierent people like to do. Let’s see if we can find any other connections. Show Alma and How She Got Her Name book cover. Revisit the Concept Question As we read the Big Chart, let’s
TIME
think about how it connects to this week’s concept question: What makes us who we are? Close Read: Connect to All About Me Read aloud the Big Chart. Then use the following prompts to discuss the poster.
lerating frustration
read? How do you feel when you read your favorite book? Eat Pizza Who can come point to the children who are eating pizza? Name a food that you like to eat. Do the children in this picture look happy or sad? Extended Play Invite children to play charades . Children would think of somethi ng they like to do and then act it out for the other children withou t using any words. Challenge the children watching to guess wha t it is that the child likes to do. Mod el for children. Shared Writing Provide a writing prompt about something children like to do with their families. Give ongoing feedback as children draw and write in response to the prompt.
15 min
NI
S
Use equity sticks during reading to pick children to answer question s. Play Catch The girl is trying to catch the ball. What games do you like to play with a ball? Revisit catch Vocabulary Card. Make a Square What is the girl using to draw? What shapes do you see in her drawing? Revisit square Vocabulary Card. Read a Book The boy is reading a book. What kind of books do you like to
N A G
E
O A
frustrated, worried ).
Big Book: I Am a Cat
• Begin Story Time by connecting
Child Development: Mind Builder Being able to identify emotions
in others is a critical part of child
ren’s emotional development. The more children listen to Alma’s story, they will start to understand that other people have perspectives and feelings di erent from their own. Provide as many opportunities as you can to help children identify other people’s feelings. (MB)
the Mind Builder to
Dad’s First Day . • Read closely to notice and talk a bout the Mind Builder, as well as describe expe riences using ordinal numbers. • Offer an extended play opportu nity. • Share the daily writing option.
Large Group Card
DAY 5
ALL ABOUT ME | WEEK 1: ME AND YOU
ME AND YOU
LANGUAGE
CIRCLE
TIME
CIRCLE
5 min
TIME
5 min
Act It Out Invite children to act out the
B-I-N-G-O Sing the song B-I-N-G-O with children. Ask children if y think Bingo is a good name for a dog. Why or why not? Ask children to share the names they like better.
Focus on Vocabulary Introduce new vocabulary. Use 1.1.5 Vocabulary Cards. mountains “just right”
movements of painting pictures on the wall like Alma and her grandfather. Have them reach up high and then go down low to paint.
STORY
TIME
STORY
TIME
15 min
15 min
Retell the Big Book Show the book cover.
her name? Show the look she has on her face. pages 14–15 Alma’s daddy talks about how his father, José, walked to the mountains. Let’s pretend to walk to the mountains. Revisit mountains Vocabulary Card. pages 16–17 Alma likes to draw just like her grandfather. She draws a kitty cat for her daddy. What do you like to draw? pages 18–19
Possible respons s: • Knowing the st ry of my name can make me feel happy. • Knowing the story of my name can make me feel proud. • Knowing the story of my name can make me feel special.
Today we are g ing to retell and reenact the book Alm and How She Got Her Name by Juana Martinez-Neal. Use Scout puppet. This boo is a narrative. That means it is a stor that the author made up, but it may be based on something that actually happened. Scout loves to read narrative stories. Share the Guiding Question This week, we read all about
A G NI
E
Support 1 Can learning about your name make you feel happy?
O A
N
2 Learning about my
Alma is wearing a red string around her wrist. Why is she wearing it? page 29
name can mak me feel h_____ (happy) .
Big Book: I Am a Cat
Alma and where her long name came from. As we read the book one more time, I want you to think about this guiding question: How can learning the story of your name make you feel? Read Aloud: Retell and Reenact Reread and retell the book together. Use equity sticks to pick children to actively participate in the prompts below. page 2
3 Learning about my
At the end f the book, Alma says she loves the story of her name. She thinks it fits her “just right.” Revisit “just right” Vocabulary Card. How do you think Alma feels? Show the look she has on her face. Talk About It Invite children to Turn and Talk about the guiding question: How can learning the story of your name make you feel? Give a moment for Turn and Talk. Then, pick 2–3 children with equity sticks to share.
name can make me feel happy.
OR
Challenge How could learning the story of your name make you feel special? Interactive Writing Invite children to draw or write about the dierent people in their families.
Alma thinks her name is too long. Does she feel happy or sad about
Child Development: Social Studies People from dierent parts of the world have dierent names, live in dierent pl Emphasize the importance of accepting and respecting the dierences between
aces, and have dierent traditions. people from dierent parts of the
world.
Vocabulary Cards
SKILLS FOCUS
Math • Counting: Use verbal ordinal terms. ( TX.V.A.7 )
• Measurement: Use language to describe concepts associated with passing of time. ( TX.V.D.4 ) Mind Builder • Social Development: Use effective verbal and nonverbal communication skills to build relationships with teachers/adults. ( TX.I.C.1, MB )
Language • Vocabulary: Use a large speaking vocabulary, adding several new words daily. ( TX.II.D.4 )
• Spatial Sense: Demonstrate use of location words (such as “over,” “under,” “above,” “on,” “beside,” “next to,” “between,” “in front of,” “near,” “far,” etc.) ( TX.V.C.3 )
16 | Math | Our Community
EC3-5_TG_Eng_Math_T2W01_014-023
16
4
Scholastic PreK On My Way: Math
Made with FlippingBook - Online catalogs