Two Weeks At A Glance Lesson Plan

Date: March 29th - April 8th Teacher(s): Morgan

Monday Tuesday Wednesday Thursday

1 Art Table At the Art Table, students will explore squish paintings.

1 Easel At the Easel, students will paint with a variety of different shaped stencils.

1 STEM Table At the STEM Table, students will explore a sticky note number match.

1 Science/Nature At the Science/Nature table children will explore microscopes.

1 Sensory At the Sensory Table students will create dinosaur prints with moon sand.

1 Quiet Manipula- In the Quiet Manipulative's area, children will work collaboratively on puzzles, match-
tives ing games and number recognition.

1 Computers/ At Computers/Music, children will listen to A Treasury of All-Time Children’s Fa-

Music vorites and Multicultural Native American Music

2 Blocks In the block area, children will build and explore the train set.

2 Books & Listen- We will focus on many different types of stories this week (storybooks, alphabet,
ing Station math, science, multicultural, friendships and more).

At the Writing Table, children will roll a dice, and write that number onto a white
2 Writing
board. They will also trace letters.

2 Dramatic Play In the Dramatic Play area, children will explore the post office.

2 Light Table At the Light Table, children will explore transparent paper dinosaurs.

1 Outside Play- Our outside time will include exploring the playgrounds and what materials the chil-
ground dren are interested in.

Inquiry Investiga-
Teachers will continue to work through their investigations with their small groups.
tions

Large Groups From Caterpillar to Ten Little Caterpil- The Apple Pie
Chicka Chicka 123
Week 1 Butterfly lars Tree

Large Groups Little Mouse and All the Colors of the My No, No, No
No School
Week 2 the Big Red Apple Earth Day!

Cheese Stick, Cinnamon Gra- Goldfish Crackers

Snack Week 1 Trail Mix & Milk
Crackers & Milk hams & Milk & Fruit Juice

Teddy Grahams & Granola Bars & Chex Mix & Fruit
Snack Week 2 No School
Milk Milk Juice

Small Group Activi- Inquiry Investiga- Inquiry Investiga- Inquiry Investiga- Inquiry Investiga-
ties Week 1 tions tions tions tions

Small Group Activi- Inquiry Investiga- Inquiry Investiga- Inquiry Investiga- Inquiry Investiga-
ties Week 2 tions tions tions tions

Statement of Intent for Learning: The children will continue cooperative learning and play with their class-
mates, we will focus on number and letter recognition, while continuing our inquiry investigations over butter-
flies.
 Activity Plan for: February 22nd - March 4, 2021
1 Art Area - 1 Activity: Squish Paintings

Reason Why
The children enjoy working with paints, and this activity will focus on creativity, imagination an
Choosing This Ac-
munication.
tivity

Intent, Provocation, The children will: explore what their paintings look like and use their imaginations to identify a
& goal(s): pare what their painting looks similar too.

Materials/
The materials used will be paper and different colors of paint (RR) and plastic spoons.
Resources:

Set up paper, paint and spoons in an inviting way for the children. Have an example set up so
children are aware of what the activity looks like. Have the children put paint drops on the mid
Detailed Set-Up:
the paper and then fold the paper in half. They can start squishing the paint around and then
to see their creation.

X Guided Instruction Co-Op Learning X Independent Work X Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Limit two children to the table at a time, and one teacher at the table to guide the children.

Evaluation Ques- Do the children seem interested with this activity? What are the children creating with the pai
tions Assessment: Can they tell you about what they are creating?

Specific Skills: Fine motor, communication/language, social skills, use of imagination,

Teacher: Morgan

1 Easel - 2 Activity: Painting with shapes/stencils

Reason Why
I chose this activity because the children are super interested in painting, and the stencils and
Choosing This Ac-
ent shapes will guide them in what the children decide to paint.
tivity

Intent, Provocation, The children will: explore different shapes and stencils. They will recognize different shapes a
& goal(s): tify those shapes.

Materials/
Paint (RR), paintbrushes (GM), paper (RR), stencils (GM), and different cut out shapes (mak
Resources:

Detailed Set-Up: Set up the paper on the easel, the paint, paintbrushes, shapes and stencils on the ledge of th

Guided Instruction Co-Op Learning X Independent Work Small Group

High-Energy X Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Two children to the easel at a time, have the children wear smocks.

Evaluation Ques- Are the children creating different things with the shapes and stencils? Can they tell you abou
 they have created? Are the children engaged with this activity? Are the children identifying th
tions Assessment:
ent shapes?

Specific Skills: Fine Motor, imagination, art, creativity, shape recognition

Teacher: Morgan

Other Responsibili-
Clear Drying Rack and Put Items into Mailboxes
ties:

1 STEM Table - 3 Activity: Sticky note number match

Reason Why I chose this activity because this week I am putting the focus on counting, number and letter
Choosing This Ac- tion. The children seem interested in counting out loud and counting materials so I think they
tivity gage with this activity.

Intent, Provocation,
The children will: identify matching numbers, focus on number recognition, and counting.
& goal(s):

Materials/
The materials used will be sticky notes.
Resources:

Write different numbers on sticky notes. Then draw different shapes, dots, etc… Stick these o
Detailed Set-Up:
STEM Table for the children to match up during free time.

X Guided Instruction Co-Op Learning Independent Work X Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Limit one child at the table, and one teacher for guided instruction.

Evaluation Ques- Are the children recognizing the different numbers? Are they counting the sticky notes? Do th
tions Assessment: engaged in this activity? How can I make this activity different throughout the teaching week?

Specific Skills: Fine motor, math skills, social skills, following directions

Teacher: Morgan

1 Science/Nature -
Activity: Microscopes
4

Reason Why This activity will encourage the children to experiment with new materials. This is also a fun w
Choosing This Ac- plore different properties of the materials, and identify different characteristics of an object thr
tivity deeper lens. The children also enjoy looking at objects through magnifying glasses.

Intent, Provocation,
The children will: explore the different properties of objects and look closer at different materi
& goal(s):
Materials/
Microscope kit (RR), different objects around the classrooms
Resources:

Detailed Set-Up: Place the microscopes and slides in an inviting manner.

X Guided Instruction Co-Op Learning X Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Limit one or two children to the table at a time, one teacher to assist with the experiment.

Evaluation Ques- Do the children understand what a microscope is? Are they discussing what they see through
tions Assessment: croscope? Are the children engaging with this activity?

Specific Skills: Fine motor skills, science, prediction, social skills

Teacher: Morgan

1 Sensory - 5 Activity: Dinosaur fossils in kinetic sand

Reason Why
The children enjoy playing with dinosaurs. The moon sand will engage the children with the a
Choosing This Ac-
and they will use their imaginations to form
tivity

Intent, Provocation,
The children will: explore kinetic sand and its properties. They will see how
& goal(s):

Materials/
Kinetic Sand (GM), Dinosaurs (RR)
Resources:

Detailed Set-Up: Kinetic sand will be set out with the dinosaurs in an inviting manner.

Guided Instruction Co-Op Learning Independent Work X Small Group

High-Energy X Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Two children limited to the table.

Evaluation Ques-
What do the children build with the play doh? Do they seem interested and engaged with this
tions Assessment:

Specific Skills: Fine motor, communication/language, exploration

Teacher: Morgan

1 Quiet Manipula-
Activity: Puzzles, Matching games, Color Cubes and Patterns board, Jumbo Lacing Shapes
tives - 6

Reason Why
The children have enjoyed the puzzles, matching games, and engage with their classmates t
Choosing This Ac-
these activities.
tivity
Intent, Provocation, The children will: engage in cooperative play, problem solving, and working together to enhan
& goal(s): social skills.

Materials/
puzzles, matching games, color cubes and patterns board, jumbo lacing shapes (RR)
Resources:

Place all items on the shelves and one or two puzzles, and games out for the children to get
Detailed Set-Up:
with the materials.

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Limit three children and encourage problem solving and cooperative learning. Ask them ques
Guidance Limits:
about the materials.

Evaluation Ques- Are the children working together to solve the puzzles? Do they recognize numbers with the m
tions Assessment: game? Are they engaging in cooperative play and problem solving?

Math, Color recognition, cooperative learning, counting, number recognition, sharing, fine mo
Specific Skills:
problem solving skills

Teacher: Morgan

1 Computers/
Activity: A Treasury of All-Time Children’s Favorites and Native American Multicultural musi
Music - 7

Reason Why
Choosing This Ac- The children will engage with the music and expose the children to Native American music.
tivity

Intent, Provocation,
The children will: engage and listen to the music in the background while working.
& goal(s):

Materials/ A Treasury of All-Time Children’s Favorites (RR Music Drawer #24) and Native American Mu
Resources: music (RR Music Drawer #30)

Detailed Set-Up: Put the CD in the CD player so it is ready to play when the children are at free play time.

Guided Instruction Co-Op Learning Independent Work Small Group

High-Energy Low-Energy
Methods:
High-Maintenance Low-Maintenance

Guidance Limits: Keep it low so it is not too. distracting.

Evaluation Ques-
Are the children noticing the music? Are they singing along? Do they seem to appreciate the
tions Assessment:

Specific Skills: Music appreciation, cultural expression, number and letter recognition.

Teacher: Morgan
2 Block Area - 8 Activity: Train Tracks

Reason Why
This is a new set up for this semester, and I think the children will enjoy building train tracks a
Choosing This Ac-
ing with the trains.
tivity

Intent, Provocation, The children will: work on hand-eye coordination, working together, and building different trac
& goal(s): the trains.

Materials/
Train Track and trains(RR)
Resources:

Detailed Set-Up: Set out the trains and build a small track that the children can build off of.

Guided Instruction X Co-Op Learning Independent Work X Small Group

X High-Energy Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Limit three children to the area

Evaluation Ques- Are the children exploring different structures for the train tracks? Are they working together t
tions Assessment: the tracks or individually? Do the children seem engaged in the activity?

Specific Skills: Design, cooperative learning, sharing, communication/language

Teacher: Morgan

2 Book Area and

Listening Station - Activity: Exploring the different books in the classroom.
9

Reason Why
I want the children to continue their interests In the books we have in the classroom, and to li
Choosing This Ac-
the stories and tell what the pictures are telling in the stories.
tivity

Intent, Provocation, The children will: explore authors and illustrators, engage in books, and enhance their knowle
& goal(s): books.

Materials/
Books from Book List
Resources:

Detailed Set-Up: Make sure the books are nicely set out,

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy Low-Energy
Methods:
High-Maintenance Low-Maintenance

Guidance Limits: Limit 3-4 children.

Evaluation Ques- Are the children engaging with the books? Are the children assisted when reading the books
tions Assessment: turning the pages and making predictions; you may have to prompt this)?
Specific Skills: Letter recognition, orientation of books, prediction

Teacher: Morgan

2 Writing Area - 10 Activity: Tracing letters and numbers onto white boards.

Reason Why
The children enjoy writing with expo markers and this activity will enhance tracing, writing, an
Choosing This Ac-
recognition skills.
tivity

Intent, Provocation, The children will: practice writing/tracing letters of the alphabet and numbers while focusing o
& goal(s): fine motor skills.

Materials/ White Board (RR), Expo Markers (Classroom) laminated alphabet letters (Classroom), Paper
Resources: (RR)

Detailed Set-Up: Set up paints and paper at the writing table, spread out alphabet letters above the paper.

X Guided Instruction Co-Op Learning X Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Limit two children to the area, and one teacher to assist.

Evaluation Ques- Do the children seem engaged with this activity? Are the children recognizing each letter and
tions Assessment: ber? Are the children tracing the letters and numbers?

Specific Skills: Fine-motor skills, letter recognition, tracing, writing, number recognition

Teacher: Morgan

2 Dramatic Play -
Activity: Post Office
11

Reason Why
Choosing This Ac-
It is important to incorporate careers in the classroom for the children to experience. I think th
tivity enjoy acting out this profession because they will use hands-on learning and exploring.

Intent, Provocation,
The children will: explore the post office, create letters, and understand what the post office d
& goal(s):

Materials/
Post Office Dramatic Play Prop Box (RR)
Resources:

Detailed Set-Up: Set up an open space and inviting space for the children to feel comfortable

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
High-Maintenance X Low-Maintenance
Guidance Limits: Set out all of the items in an inviting matter.

Evaluation Ques- How are the children acting out this specific dramatic play? Are the children working and play
tions Assessment: gether? Is there cooperative learning noticeable? Do the children seem interested in this sett

Specific Skills: Cooperation, communication/language, acting

Teacher: Morgan

2 Light Table - 12 Activity: Transparent paper dinosaurs

Reason Why
Choosing This Ac- The children enjoy talking and playing with dinosaurs.
tivity

Intent, Provocation,
The children will: focus on different dinosaurs, communicate and play with their peers.
& goal(s):

Materials/
Translucent Blocks (Light Room)
Resources:

Detailed Set-Up: Set the dinosaurs on the light table. Set them out in an inviting way for the children.

Guided Instruction Co-Op Learning X Independent Work Small Group

High-Energy X Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Limit two children to the light table.

Evaluation Ques- Are the children engaging with this activity? Do they seem interested in discussing the dinosa
tions Assessment: they telling stories and using their imagination to play with the dinosaurs?

Specific Skills: Fine Motor skills, creativity

Teacher: Morgan

1 Outside Play-
Activity: Continue exploring the playground, Strider Bikes, Hula Hoops
ground - 14

Reason Why
The children enjoy riding the strider bikes, and we haven’t been able to use these materials fo
Choosing This Ac-
so it will be exciting and engaging for all children.
tivity

Intent, Provocation,
The children will: engage in gross motor activities, social skills, and cooperative play.
& goal(s):

Materials/
Strider Bikes, Hula Hoops, materials from our outside house.
Resources:
Detailed Set-Up: Have the materials out and ready for the children to explore.

Guided Instruction X Co-Op Learning Independent Work Small Group

X High-Energy Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Guidance limits for outside time.

Evaluation Ques- Are the children engaging in cooperative play? Are the gross motor skills being enhanced? D
tions Assessment: children seem interested in exploring the materials?

Specific Skills: Gross motor skills, cooperative play, imagination, sharing, exercise

Teacher: Morgan

Other Responsibili- Safety Checklist, Rainy-Day Set-up if needed, uncover sand area if needed, and do cleaning
ties: at the end of play on the playground

1 Monday Literacy
Activity: From Caterpillar to Butterfly, calender, weather chart, songs
Group Time

Reason Why
This will correlate with our inquiry investigations and we can engage with the books and class
Choosing This Ac-
gether.
tivity

Intent, Provocation,
The children will: participate by following along, singing, and talking about the book.
& goal(s):

Materials/
From Caterpillar to Butterfly (GM), Charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hell
questions or com- preschoolers, Today is Monday, February 22nd. Welcome to school! We are very happy to h
ments to provoke here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitti
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting
1 Tuesday Literacy
Activity: Chicka Chicka 123, calendar, weather chart, songs
Group Time

Reason Why
Choosing This Ac- The children will focus on counting and number recognition through the book.
tivity

Intent, Provocation,
The children will: participate by discussion about the book, following along, and singing.
& goal(s):

Materials/
Chicka Chicka 123 (GM), Charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hell
questions or com- preschoolers, Today is Tuesday, February 23rd. Welcome to school! We are very happy to h
ments to provoke here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitti
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

1 Wednesday Lit-
Activity: Ten Little Caterpillars, Calender, Weather Chart, Songs
eracy Group Time

Reason Why
We have learned about caterpillars throughout the semester so this will enhance that knowle
Choosing This Ac-
will also focus on number recognition.
tivity

Intent, Provocation,
The children will: discuss images and what is occurring in the book, follow along, and sing.
& goal(s):

Materials/
Ten Little Caterpillars, Charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hell
questions or com- preschoolers, Today is Wednesday, February 24th. Welcome to school! We are very happy t
ments to provoke you here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance
Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitti
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

1 Thursday Liter-
Activity: The Apple Pie Tree, calendar, weather chart, songs
acy Group Time

Reason Why
Choosing This Ac- This book will discuss the four seasons, and how the different seasons affect plants and living
tivity

Intent, Provocation,
The children will: discuss what is occurring in the book, follow along, and sing.
& goal(s):

Materials/
The Apple Pie Tree, charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hell
questions or com- preschoolers, Today is Thursday, February 25th. Welcome to school! We are very happy to h
ments to provoke here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitti
tions Assessment: to each other?

Specific Skills: Following directions, seasons, name, letter, and number recognition, graphing, counting

2 Monday Literacy
Activity: No School
Group Time
2 Tuesday Literacy
Activity: Little Mouse and The Big Red Apple, weather chart, calender, songs
Group Time

Reason Why
This helps incorporate different skills such as sharing and taking turns. This will focus on soc
Choosing This Ac-
opment and building relationships.
tivity

Intent, Provocation,
The children will: focus on their sharing skills, and engage with the book.
& goal(s):

Materials/
Little Mouse and The Big Red Apple (GM), Charts
Resources:

Detailed Set-Up, Ac-

tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hell
questions or com- preschoolers, Today is Tuesday, March 2nd. Welcome to school! We are very happy to have
ments to provoke here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitti
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

2 Wednesday Lit-
Activity: All the Colors of the Earth Book, Weather chart, calendar, songs
eracy Group Time

Reason Why
The children will recognize different cultures, and focus on the differences in each children, a
Choosing This Ac-
each child is lovable.
tivity

Intent, Provocation,
The children will: engage with the book and participate by following along.
& goal(s):

Materials/
All the Colors of the Earth Book, Charts
Resources:
Detailed Set-Up, Ac-
tivity Introduction, & Place all items in the group time area. Welcome the children, discuss the day. Message: Hell
questions or com- preschoolers, Today is Wednesday, March 3rd. Welcome to school! We are very happy to ha
ments to provoke here and we are going to have a lot of fun today!
learning:

Guided Instruction X Co-Op Learning Independent Work Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps – no “W” sitting!

Evaluation Ques- Are the children listening? Are they participating? Are there conflicts with certain children sitti
tions Assessment: to each other?

Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

2 Thursday
Literacy
Activity: My No, No, No Day! Weather chart, calendar, songs
Group Time -
24

Reason Why
It is important to recognize that each day won’t be perfect, and we can work
Choosing This
on how we handle those emotions.
Activity

Intent, Provo-
cation, & The children will: engage with the book and participate by following along.
goal(s):

Materials/
My No, No, No Day! Charts
Resources:

Detailed Set-
Up, Activity In-
Place all items in the group time area. Welcome the children, discuss the day.
troduction, &
Message: Hello preschoolers, Today is Wednesday, March 3rd. Welcome to
questions or
school! We are very happy to have you here and we are going to have a lot of
comments to
fun today!
provoke learn-
ing:

Guided Instruction X Co-Op Learning Independent Work Small

Group
Methods: High-Energy X Low-Energy
X High-Maintenance Low-Maintenance

Guidance Lim- Remind the children to sit on their bottoms and have their hands in their laps –
its: no “W” sitting!

Evaluation
Are the children listening? Are they participating? Are there conflicts with cer-
Questions As-
tain children sitting next to each other?
sessment:
 Specific Skills: Following directions, name, letter, and number recognition, graphing, counting

1 Small Group Ac-

Contine Inquiry Investigations about Butterflies March 29th - April 8th
tivity 1 - 25

X Guided Instruction Co-Op Learning Independent Work X Small Group

High-Energy X Low-Energy
Methods:
X High-Maintenance Low-Maintenance

Rainy Day - 34 Activity: GoNoodle Yoga/Dancing or Obstacle Courses

Reason Why
The children love dancing and have fun with it, it is good to be active throughout the day and
Choosing This Ac-
little break, even if we have outside time indoors.
tivity

Intent, Provocation,
The children will: focus on gross motor skills, social skills, cooperation, and be active.
& goal(s):

Materials/ Computer for GoNoodle, Balls (Lg Motor), Jump Ropes (Lg Motor), Parachute (Lg Motor), Bo
Resources: equipment (Lg Motor).

Set up the computer for GoNoodle in a place where all the children can see it. If in the Ballroo
Detailed Set-Up:
the materials in an inviting way for the children.

Guided Instruction X Co-Op Learning Independent Work Small Group

X High-Energy Low-Energy
Methods:
High-Maintenance X Low-Maintenance

Guidance Limits: Make sure each child is engaging with the specific materials for that day

Evaluation Ques- Are the children enjoying the activities? Is there anything they talk about wanting to do? Is ea
tions Assessment: participating?

Specific Skills: Gross motor skills, social skills, communication/learning, cooperative play

Book List
Title Author

Storybooks

Ten Little Rabbits Virginia Grossman & Sylvia Long

A Fish Out of Water Helen Palmer

Be You Peter H. Renynolds

The Book with No Words B.J. Novak

The Frog with the Big Mouth Teresa Bateman

I Ain’t Gonna Paint No More Karen Beaumont

Monsters Don’t Eat Broccoli Barbara Jean Hicks & Sue Hendra

Great Day for Up Dr. Suess

Will You Please Go Now Marvin K. Mooney

TattleTale Miles McHale & Elina Ellis

Love the World Todd Parr

The Picky Eater Betsey Parkinson & Shane Clester

Duck & Goose Tadd Hills

Some Things Are Scary Florence Parry Heide & Jules Feiffer

Twenty-six Princesses Dave Horowitz

Factual Books

Around the Pond: Who’s Been Here? Lindsay Barrett George

Inside Mouse, Outside Mouse Lindsay Barrett George

The Keeping Quilt Patricia Polacco

From Ice to Rain Marlene Reidel

Machines Anne & Harlow Rockwell

How do you feel? Lizzy Rockwell

Great Snakes Fay Robinson Jean Day Zallinger

When you were a baby Katherine Ross & Phoebe Dunn

Giant Dinosaurs Erna Rowe and Merle Smith

Rhyming Books/Alphabet Books

Listen, Listen Phillis Gershator & Alison Jay

Rin, Rin, Rin, Do Ren, Mi Jose- Luis Orozco & David Diaz

A is for Apple Allied Publishing Group

Alphabears ABC Books Kathleen Hague & Micheal Hague

Head, Shoulders, Knees, and Toes Annie Kulber

Hey Diddle, Diddle Laura Rader

The Feelings Book Todd Parr

Alphabet Roger Paré

Wordless or easy reader books

 George’s Breakfast Paul George

Little You Richard Van Camp & Julie Flett

I need a hug Aaron Blabey

Color Baby genius

I’m still here in the bathtub Alan Katz

Fairy Numbers Caroline Repchuk & Rachael O’Neill

Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)

Festival of Colors Kabir Sehgal & Surishtha Segal

My Five Senses Aliki

It’s Okay To Be Different Todd Parr

The Perfect Present Gayle Opp

My Great- Aunt Arizona Gloria Houston & Susan Condie Lamb

It Takes A Village Jane Cowen-Fletcher

Wilfrid Gordonn McDonald Patrica Julie Vivas

Books for Listening Station

Due to covid restriction we will not have a listening station

Other Items

Check that books are age appropriate and that you have some books for each section. Provide a
variety of books (friendship, content areas, empathy, related to investigations, etc.) Highlight the
books you would like to keep for next week.

Multicultural Analysis for Integration of Diversity:

Plans for the week of March 29th - April 8th
Lead Teacher Morgan
Age of Children 3 and 4 year olds
Cultures represented in class Caucasion, African American, German,
Danish, Native American
Differing abilities represented in class: Speech and Various levels of learn-
ing

Cultural and Anti-bias materials: We have multi-cultural markers, crayons, and paper avai
when needed. We also have many different cultural books in the book area.

Families reflected in the environment:We have family pictures in our room, and we have t
dren’s ID cards out on our bulletin board.

Music from Children’s Backgrounds: We have a Native American Multicultural CD that wil
playing in the background.

Literature that reflects the children and families in the class:There are many different kind
books on the bookshelf to represent different types of families. We will also be using mul
tural books during group time discussions.

Activities that reflect the children and families:We always have the option of writing notes
each other, to teachers, or to families via email if the parents were OK with that. We are al
looking at their individual interests to choose long-term investigations for the semester.

Group activities that have multicultural elements, anti-bias elements, or diversity element
We will be discussing families, friends, and other personal information at snack time so th
dren and teachers will get to know each other better.

Others:

Not well integrated Middle Well integrat

Self-rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
 Weekly Ongoing Adjustments Form

Lead Teacher: Morgan

Week of: March 29th - April 8th
Classroom: 3 and 4 Morning Lab

Center Name Changes Why: Rationale Children’s Re- Evaluation of Cha

& Activity sponses

Nisha’s 3 and 4 Morning Lab Spring 2021

Goals for the week of: March 29th-April 9th
Lead Teacher: Morgan LeGrand

Key Focus this week:

Additional class goals or areas for assessment:

Social: The children will continue to play cooperatively with their classmates. The children will
use each others names and teachers names.

Emotional: The children will identify different feelings and emotions that they are experiencing
throughout the day.

Mathematics: The children will explore number recognition and counting skills.
Communication and Language: The children will communicate their knowledge on the subject
by predictions and results, also will follow directions and communicate in the dramatic play
area.

Reading and Literacy: The children will continue reading, listening and talking about the books
we read in the classroom.

Science and Inquiry: The children will explore new materials and predict what will occur during
the activity. They will also identify different objects close up.

Fine Motor: The children will enhance their pencil grips and will work on increasing finger dex-
terity and control.

Gross Motor: The children will increase their coordination with outdoor/indoor play.

Staff Goals:

Teachers will work on each individual child’s goals, and focus their activities towards those
goals.

Teachers will continue observing the children, and how they play with others, and experiment
with materials.

Teachers will look for ways to resolve conflict with each child and will develop ways to step in
when children need assistance.

Teachers will work to focus on engaging each child into each station.

Individual Child Goals:

All children will continue exploring the different stations and activities.

All children will continue building relationships with teachers and friends in the classroom.

All children will work on cooperative play and engaging in new activities.

All children will work on developing letter and number recognition.