Preschool Outcomes Measurement System (POMS) Design and Implementation.
Preschool System System for Preschool - Teaching Strategies
Transcript of Preschool System System for Preschool - Teaching Strategies
Teaching Strategies® System for Preschool
Supporting Each Child’s Success
Preschool S
ystem
A System to Support All Preschool Classrooms
At Teaching Strategies, we understand why you entered the early childhood profession: You want to help children succeed in school and in life. We do, too. That’s why we developed the Teaching Strategies® System for Preschool. It’s a system for success, available in English and in Spanish, that combines curriculum, assessment, professional development, and family connection resources to support every program fully. With 38 core objectives for development and learning that are fully aligned with the state early learning standards, the Teaching Strategies® System for Preschool helps teachers focus on what matters most for preschool children.
Respecting the fact that different programs—and different teachers—have different needs, the Teaching Strategies® System for Preschool offers a comprehensive collection of resources to support all educators, from knowledge-building volumes to daily practice resources. It also includes a seamless assessment system for children from birth through kindergarten. With professional development and guidance for strengthening family connections included in every resource, the Teaching Strategies® System for Preschool helps educators build high-quality preschool programs. You can be confident that you are offering the interactions and experiences that are most important for children’s development and learning.
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Our curriculum explains the “what” and “why” of early
childhood education...
For over 30 years, early childhood educators have trusted The Creative Curriculum®for Preschool to help them plan and implement successful, developmentally appropriate early childhood programs. What makes The Creative Curriculum® uniquely able to provide this support? It provides a comprehensive foundation to every teacher, whether new to the field or highly experienced. Based on the latest research and best ideas about how children develop and learn, The Creative Curriculum® offers professional development support right on a teacher’s shelf—a guide for all aspects of teaching young children. The Creative Curriculum® has always provided the “what” and “why” for early childhood educators, because all teachers should know what research shows about educating young children.
The Creative Curriculum® for Preschool, Volumes 1–5 The five curriculum volumes explain current child development theory and research, provide ways to support engaged learning and promote children’s progress, and offer guidance for setting up successful programs. This series offers the comprehensive knowledge base that teachers need for preparing all children to succeed in school and in life.
Volume 1: The Foundation presents the theory and research behind the curriculum and translates them into practice. It discusses the five components of teaching preschool children effectively: how children develop and learn, the learning environment, what children learn, caring and teaching, and partnering with families.
Volume 2: Interest Areas discusses the 10 classroom interest areas and the outdoors. It suggests appropriate materials, explains what children learn in each area, and presents ways to promote their development.
Curriculum: Helping Teachers Build Knowledge
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Volume 3: Literacy explains seven components of literacy and gives teachers the latest research-based strategies for supporting early literacy learning. It helps them teach critical skills intentionally and incorporate language and literacy learning into everyday classroom experiences.
Volume 4: Mathematics explores the latest theories and research on the development of mathematical thinking. It gives teachers practical strategies for incorporating mathematics learning into each interest area as well as into everyday routines and experiences.
Volume 5: Objectives for Development & Learning: Birth Through Kindergarten reviews the 38 objectives for development and learning. It offers a detailed explanation of each objective and the research behind it; user-friendly, color-coded progressions of development and learning that show widely held expectations for children birth through kindergarten; and strategies to help children progress.
…so all educators have the support they
need to build high-quality programs.
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Daily practice resources combine day-to-day,
moment-to-moment support…
Building on the “what” and “why” of teaching young children, Teaching Strategies now offers a new level of support in the form of daily practice resources. They explain the important “how,” providing step-by-step, daily guidance to help teachers plan meaningful learning experiences that engage and challenge children at all times of the day. Teachers can spend less time searching for activities—and more time interacting with children. Our daily practice resources help teachers implement
the curriculum in a way that is developmentally appropriate; are introduced in a cohesive, sequential manner; and meet state early learning standards.
Curriculum: Helping Teachers With Daily Practice
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AtAGlAnce Investigation 1At A GlAnce
Do all balls bounce?
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Day 1 Day 2 Day 3 Make Time For…
InterestAreas Toys and Games: sorting trays; a variety of small balls
Computer: ebook version of The Three Billy Goats Gruff
Toys and Games: sorting trays; a variety of small balls and circles
Toys and Games: add spheres and circles to sort
Computer: ebook version of The Three Billy Goats Gruff
Outdoorexperiences
Bouncing Balls
Test balls outside to see which balls bounce •the highest. Invite the children to make predictions and test them.
Invite the children to test how balls bounce •on different surfaces, e.g., rocks, sand, grass, and concrete.
If possible, have children test the balls by •dropping them from various heights, e.g., slide, steps, and climber.
Physical Fun
Use Intentional Teaching Card P05, “Throw •Hard, Throw Far,” and follow the guidance on the card.
FamilyPartnerships
Send home a note to families encouraging •them to talk with their children about their favorite childhood ball games.
Invite families to access the ebook, • The Three Billy Goats Gruff.
QuestionoftheDay Do you think all balls bounce? Is your head bigger or smaller than this ball?
Do heavy balls bounce?
largeGroup Movement: The Imaginary Ball
Discussion and Shared Writing: Which Balls Will Bounce?
Materials: Mighty Minutes 41, “The Imaginary Ball”; ball collection; numeral cards; digital camera; Play Ball
Movement: The Imaginary Ball
Discussion and Shared Writing: Height and Bounciness
Materials: Mighty Minutes 15, “Say It, Show It”; ball collection
Song: Clap a Friend’s Name
Discussion and Shared Writing: Weight and Bounciness
Materials: Mighty Minutes 40, “Clap a Friend’s Name”; ball collection
Read-Aloud The Three Billy Goats Gruff Book Discussion Card 06 (first read-aloud)
Bounce The Three Billy Goats Gruff Book Discussion Card 06 (second read-aloud)
SmallGroup Option 1: Rhymes With Ball
Intentional Teaching Card LL10, “Rhyming Chart”; poem or song with rhyming words; prop that illustrates poem or song
Option 2: Rhyming Zoo
Intentional Teaching Card LL14, “Did You Ever See…?”; pictures of familiar animals; audio recorder
Option 1: The Long and Short of It
Intentional Teaching Card M25, “The Long and Short of It”; ribbons of equal width, cut into different lengths
Option 2: How Big Around?
Intentional Teaching Card M62, “How Big Around?”; a variety of circular objects; ball of yarn or string; scissors
Option 1: Letters, Letters, Letters
Intentional Teaching Card LL07, “Letters, Letters, Letters”; alphabet rubber stamps; colored inkpads; construction paper
Option 2: Buried Treasures
Intentional Teaching Card LL21, “Buried Treasures”; magnetic letters; large magnet; ruler; tape; sand table with sand
MightyMinutes™ Mighty Minutes 30, “Bounce, Bounce, Bounce” Mighty Minutes 33, “Thumbs Up”; two items with the same initial sound
Mighty Minutes 37, “Little Ball”; ball
28 The Creative Curriculum for Preschool 29
The Balls Study Investigating the Topic
Day 1
Large Group
Do all balls bounce?
Investigation 1
Opening Routine
Sing a welcome song and talk about •
who’s here.
Movement: The Imaginary Ball
Read • Play Ball.
Review Mighty Minutes 41, “The •
Imaginary Ball.” Follow the guidance
on the card using the numeral card
variation.
An important concept in movement
experiences is body awareness. This
activity helps children explore what
their bodies can do.
Discussion and Shared Writing: Which Balls Will Bounce?
Gather the collection of balls.•
Ask, “Do all balls bounce? I wonder •
which ones bounce best. Let’s find out.”
Hold up each ball and ask, “Do you •
think this ball will bounce well?”
Record children’s predictions about •
which balls will bounce, and create two
groups: balls they think will bounce and
balls they think will not bounce. Let
each child test a prediction. Be sure to
include some balls that won’t bounce
and others that don’t bounce well, e.g.,
cotton ball, orange, or football. After
testing each ball, have the children
re-sort the balls. (They may want more
than two categories.) Take photos of
children testing their predictions and
the sets of sorted balls. Call attention
to the football and wonder aloud
why it didn’t bounce like the others.
Reintroduce the term sphere to describe
balls and point out that the football is
not a sphere.
Say, “I wonder which balls bounce the •
highest and why some bounce higher
than others. During outdoor time today
and tomorrow, we can try to find out.”
Before transitioning to interest areas, talk
about the sorting trays and small ball
collections in the Toys and Games area
and how children can use them.
Vocabulary
See Book Discussion Card 06, The Three Billy Goats Gruff (Los tres cabritos) for words.
Read-Aloud
Large-Group Roundup
Mighty Minutes™
Small Group
Choice Time As you interact with children in the
interest areas, make time to
Observe children as they sort the balls •
in the Toys and Games area.
Instead of praising children by saying,
“Good job,” encourage children
by explaining exactly what they
are doing that is appropriate and
noteworthy. For more information on
this topic see Intentional Teaching
Card SE18, “Encouragement.”
Describe what you see children doing, •
e.g., “You put all the smooth balls in this
section and all the bumpy balls in
that section.”
Ask, “Can you think of another way to •
sort the balls?”
Record what children say and do.•
Recall the day’s events.• Show the rhyming chart you made •
during small-group time. Invite the
children to recall rhyming words.
Read The Three Billy Goats Gruff.
Use Book Discussion Card 06, • The
Three Billy Goats Gruff. Follow the
guidance for the first read-aloud.
Tell children that the book will be •
available to them on the computer in
the Computer area.
English-language learners
After the reading, retell the story in
your own words with gestures. Point to
illustrations or objects in the room, as
appropriate. This strategy helps children
understand the story and learn new
vocabulary.
Option 1: Rhymes With Ball
Review Intentional Teaching Card LL10, •
“Rhyming Chart.”
Follow the guidance on the card using •
the word ball.
Option 2: Rhyming Zoo
Review Intentional Teaching Card •
LL14, “Did You Ever See…?” Follow the
guidance on the card.
For more information on supporting
children’s phonological awareness,
see Volume 5: Objectives for
Development & Learning.
Use Mighty Minutes 30, “Bounce, •
Bounce, Bounce.” Follow the guidance
on the card.
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Teaching GuidesThe Creative Curriculum® for Preschool Teaching Guides help teachers start the year and manage each day. Each guide offers comprehensive, detailed plans that span several weeks. The first guide, Beginning the Year, addresses the first 6 weeks of school. The other five guides feature studies, which are enjoyable, in-depth investigations that begin with children’s questions and encourage them to apply skills in literacy, mathematics, the arts, and technology as they explore concepts in science and social studies. The Teaching Guides explain what to teach, when to teach it, and how to offer experiences that meet the individual strengths and needs of all children. Suggestions for involving and connecting with families are integrated throughout the guides.
…with a comprehensive collection of resources that offer
flexibility for structuring your day.
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Detailed, supportive teaching tools promote developmentally
appropriate practice…
Intentional Teaching Cards™
With playful and engaging activities for use during small- and large-group time, Intentional Teaching Cards™ support social–emotional, physical, language, and cognitive development as well as development and learning in literacy and mathematics. Each Intentional Teaching Card™ explains the steps of an activity, lists the related objectives and necessary materials, suggests ways to include all children, and presents questions to guide observations. Color-coded teaching sequences on each card enable teachers to individualize support for each child, building on each child’s strengths.
Mighty Minutes™
Mighty Minutes™ help teachers turn every minute of the day into a learning opportunity. Intended for use any where, any time, Mighty Minutes™ help teachers promote language, literacy, math, science, social studies, and physical skills intentionally during “in-between” times—such as when children are preparing to go outside or gathering for large-group time.
Curriculum: Helping Teachers With Daily Practice
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Supporting Social–Emotional DevelopmentVocabulary
© 2010 Teaching Strategies, Inc. • TeachingStrategies.com © 2010 Teaching Strategies, Inc. • TeachingStrategies.com
The Creative Curriculum for Preschool Book Discussion CardsCharlie Anderson17
Forms relationships with adults
“Charlie Anderson’s owners know that •Elizabeth and Sarah take good care of him. They can trust Elizabeth and Sarah with their pet. Have you ever taken care of a pet or something else important? How did you show that you could be trusted?”
Makes friends
“Elizabeth, Sarah, and Charlie •Anderson become good friends. What do you do to make your friends feel loved and welcome?”
Balances the needs and rights of self and others
“In this story, Charlie Anderson is •lucky because everyone agrees to share him. How difficult do you think it is to share something special like your pet? Tell us about a time you shared something really special to make someone feel happy.”
woods
a place with many trees; a forest
disappeared
couldn’t be seen anymore
purr
a sound a cat makes when it’s happy
stepmother
a woman who is your father’s wife but is not your mother
country cat
a cat that lives outside where there are not a lot of people
rattling the windows
(demonstrate rattling gesture) shaking the windows
worried
(demonstrate a worried expression) thought a lot or was nervous about something
prowls
(demonstrate motion) searches for something
Charlie, a fuzzy gray cat, walked out of the woods one
evening and into Elizabeth’s and Sarah’s hearts. Now
he sleeps on their beds, lets them dress him up in doll
clothes, and laps up warm milk on chilly nights. But
where does Charlie go during the day? Let’s read and
find out.
Charlie Anderson by Barbara Abercrombie
Supporting Social–Emotional DevelopmentVocabulary
© 2010 Teaching Strategies, Inc. • TeachingStrategies.com © 2010 Teaching Strategies, Inc. • TeachingStrategies.com
The Creative Curriculum for Preschool Book Discussion CardsCharlie Anderson17
Forms relationships with adults
“Charlie Anderson’s owners know that •Elizabeth and Sarah take good care of him. They can trust Elizabeth and Sarah with their pet. Have you ever taken care of a pet or something else important? How did you show that you could be trusted?”
Makes friends
“Elizabeth, Sarah, and Charlie •Anderson become good friends. What do you do to make your friends feel loved and welcome?”
Balances the needs and rights of self and others
“In this story, Charlie Anderson is •lucky because everyone agrees to share him. How difficult do you think it is to share something special like your pet? Tell us about a time you shared something really special to make someone feel happy.”
woods
a place with many trees; a forest
disappeared
couldn’t be seen anymore
purr
a sound a cat makes when it’s happy
stepmother
a woman who is your father’s wife but is not your mother
country cat
a cat that lives outside where there are not a lot of people
rattling the windows
(demonstrate rattling gesture) shaking the windows
worried
(demonstrate a worried expression) thought a lot or was nervous about something
prowls
(demonstrate motion) searches for something
Charlie, a fuzzy gray cat, walked out of the woods one
evening and into Elizabeth’s and Sarah’s hearts. Now
he sleeps on their beds, lets them dress him up in doll
clothes, and laps up warm milk on chilly nights. But
where does Charlie go during the day? Let’s read and
find out.
Charlie Anderson by Barbara Abercrombie
Supporting Social–Emotional DevelopmentVocabulary
© 2010 Teaching Strategies, Inc. • TeachingStrategies.com © 2010 Teaching Strategies, Inc. • TeachingStrategies.com
The Creative Curriculum for Preschool Book Discussion CardsCharlie Anderson17
Forms relationships with adults
“Charlie Anderson’s owners know that •Elizabeth and Sarah take good care of him. They can trust Elizabeth and Sarah with their pet. Have you ever taken care of a pet or something else important? How did you show that you could be trusted?”
Makes friends
“Elizabeth, Sarah, and Charlie •Anderson become good friends. What do you do to make your friends feel loved and welcome?”
Balances the needs and rights of self and others
“In this story, Charlie Anderson is •lucky because everyone agrees to share him. How difficult do you think it is to share something special like your pet? Tell us about a time you shared something really special to make someone feel happy.”
woods
a place with many trees; a forest
disappeared
couldn’t be seen anymore
purr
a sound a cat makes when it’s happy
stepmother
a woman who is your father’s wife but is not your mother
country cat
a cat that lives outside where there are not a lot of people
rattling the windows
(demonstrate rattling gesture) shaking the windows
worried
(demonstrate a worried expression) thought a lot or was nervous about something
prowls
(demonstrate motion) searches for something
Charlie, a fuzzy gray cat, walked out of the woods one
evening and into Elizabeth’s and Sarah’s hearts. Now
he sleeps on their beds, lets them dress him up in doll
clothes, and laps up warm milk on chilly nights. But
where does Charlie go during the day? Let’s read and
find out.
Charlie Anderson by Barbara Abercrombie
Supporting Social–Emotional DevelopmentVocabulary
© 2010 Teaching Strategies, Inc. • TeachingStrategies.com © 2010 Teaching Strategies, Inc. • TeachingStrategies.com
The Creative Curriculum for Preschool Book Discussion CardsCharlie Anderson17
Forms relationships with adults
“Charlie Anderson’s owners know that •Elizabeth and Sarah take good care of him. They can trust Elizabeth and Sarah with their pet. Have you ever taken care of a pet or something else important? How did you show that you could be trusted?”
Makes friends
“Elizabeth, Sarah, and Charlie •Anderson become good friends. What do you do to make your friends feel loved and welcome?”
Balances the needs and rights of self and others
“In this story, Charlie Anderson is •lucky because everyone agrees to share him. How difficult do you think it is to share something special like your pet? Tell us about a time you shared something really special to make someone feel happy.”
woods
a place with many trees; a forest
disappeared
couldn’t be seen anymore
purr
a sound a cat makes when it’s happy
stepmother
a woman who is your father’s wife but is not your mother
country cat
a cat that lives outside where there are not a lot of people
rattling the windows
(demonstrate rattling gesture) shaking the windows
worried
(demonstrate a worried expression) thought a lot or was nervous about something
prowls
(demonstrate motion) searches for something
Charlie, a fuzzy gray cat, walked out of the woods one
evening and into Elizabeth’s and Sarah’s hearts. Now
he sleeps on their beds, lets them dress him up in doll
clothes, and laps up warm milk on chilly nights. But
where does Charlie go during the day? Let’s read and
find out.
Charlie Anderson by Barbara Abercrombie
Children’s Book Collection™
The Teaching Strategies® Children’s Book Collection features beloved classic tales, contemporary works by award-winning authors and illustrators, and original nonfiction titles. Intended for use during high-quality read-alouds, the books in the collection are linked to the various topics that children study throughout the year. The collection also includes 30 eBooks, conveniently delivered in DVD format for classroom and family use. Like the rest of the Teaching Strategies® System for Preschool, the eBooks are available in English and Spanish. Availability in two languages provides extra support for teachers who speak only English but who teach English-language learners.
Book Discussion Cards™
Book Discussion Cards™ explain how to read and talk about selected books in the Teaching Strategies® Children’s Book Collection. They help teachers make the most of repeated, interactive read-alouds with children. With suggestions for introducing the book, explaining vocabulary, commenting, and asking probing questions, Book Discussion Cards™ are for quick reference as teachers read aloud. They enable teachers to use this research-based approach to improve the quality of children’s experiences with books.
…so teachers can feel confident that they
are providing instruction that contributes
most to children’s success.
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Observational assessment is an important
part of responsive teaching…
The best way to help children succeed is to understand what they currently know and can do and what steps they are ready to take next. That’s why it’s important for observational assessment to be part of any meaningful curriculum implementation. To help ensure that it is, all materials in the Teaching Strategies® System for Preschool are linked to our 38 research-based objectives for development and learning that are predictors of school success and aligned to the state early learning standards. Assessment guidance is embedded throughout the materials to help strengthen implementation for teachers at all levels of experience and provides the support they need to help children progress. For example, each Intentional Teaching Card™ helps teachers focus their observations as children engage in the activity.
Assessment: Helping Teachers Guide Children’s Learning
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…so assessment
guidance is embedded
throughout the materials to help teachers
individualize instruction.
What You Do
The Creative Curriculum® for Preschool Intentional Teaching Cards™
© 2010 Teaching Strategies, Inc. • TeachingStrategies.com
Questions to Guide Your Observations
What numerals did the child recognize?•
Was the child able to place one • manipulative on each dot?
How high was the child able to count with • one-to-one correspondence?
How did the child determine the correct • number of manipulatives to use?
How long did the child attend to • this activity?
Related LearningGames®
“Counting Higher”•
Materials: set of cards with a numeral and its number word printed on one side, e.g., 3 and three. On the other side, draw a corresponding number of large dots, e.g., lll ; buttons or other small manipulatives
1. Invite the children to explore the number cards. Show
them the numeral on one side of the card. Turn the
card over and count the number of dots together.
2. Invite the children to name any numbers they know.
3. Encourage the children to use their fingers, buttons, or
other manipulatives to count each quantity.
“This card has a 4 on it. Let’s turn it over. Can you put a button on each dot?”
4. Continue the activity as long as it interests the
children. Explain that you will keep the number cards
in the Toys and Games area for them to use during
choice time.
Including All ChildrenAdd texture, such as Velcro• ® dots, to the
cards. Make sure the background is a
contrasting color.
Use raised numerals and dots on the • cards, or large magnetized numerals and
dots, for a child to handle and feel.
Watch for nonverbal cues that signal • a desire to participate, such as
gestures, body movements, and facial
expressions.**
Invite English-language learners to count • in their home languages and in English.**
M04Toys and Games
Objective 20Uses number concepts and operations
Related Objectives: 3, 7, 9, 11
Number Cards
YEllOw Use cards with the numbers 1–3, focusing on the side with the dots. Introduce one card at a time
to the child. Offer the exact number of objects needed to match the card.
“This card has one dot on it. Can you put a button on the dot?”
“Now we have two buttons. Let’s try to put a button on each dot that you see.”
GREEn Show cards 1-5 and ask the child to name the ones he or she knows.
“Here are five cards with numbers written on them. Do you see any numbers you know?”
Invite him to put an object on each dot while counting them out.
“Let’s put a button on each dot. Can you count them as we go?”
GREEn lay out the cards from 1–5 with the numeral side facing up. Ask the child to count from 1–5
as you point to each card. Invite the child to choose a card, name the numeral, and turn it over to
match objects to dots.
“Let’s start by counting to 5. Here are the numerals 1–5 to look at as you count. Can you point to the number one?”
“Which card will you put pebbles on first?”
BlUE
BlUEShuffle the cards and place them in a stack. Have the child pick a card and then count to that
number. Invite the child to count out the number of objects as she places buttons on the card.
“You picked the card with an 8 on it. Can you count out 8 beads to go with it?”PURPlE
PURPlE Include cards 1–20. Create piles of 10–20 objects. Invite the child to count and select the
numeral card that tells how many objects are in the pile.
“How many are in this pile? Can you find the numeral that means this number of objects?”
Create a pile of more than 20 objects. Invite the child to count the objects, and write the numeral
that the number of objects represent.
Teaching Sequence
What You Do
The Creative Curriculum® for Preschool Intentional Teaching Cards™
© 2010 Teaching Strategies, Inc. • TeachingStrategies.com
Questions to Guide Your Observations
The experiences described on the
Intentional Teaching Cards are rich in
content and integrated across many areas
of development and learning. Use these
questions to reflect on what children might
be learning during the experience and
focus your observations for assessment
and planning.
Related LearningGames®
The Creative Curriculum® LearningGames®
are a series of award-winning, research-
validated early learning activities. These
games are designed to be introduced
to children in the classroom and then
done at home with families. Use these
games to support a child’s interest for
extra support in an area of development
and learning. Both you and families have
access to a collection of 20 of The Creative
Curriculum® LearningGames. Check your
system guide for instructions on how to
access LearningGames. After completing
an Intentional Teaching Card, you may
choose to do the related LearningGame with
children who need extra support or those
who particularly enjoyed the experience.
Alert families to LearningGames during the
weeks that you do the related Intentional
Teaching Card. The games are a great way to
build a connection between a child’s home
and what’s happening in the classroom.
Each day in the teaching guides, you will locate an Intentional Teaching Card. These cards include teacher-planned experiences that are typically used at small-group time. The Intentional Teaching Cards describe and explain an activity or experience and are designed for children aged 3 to 6 years.
The teaching guides may also offer suggestions to adapt the experience to your current study topic.
The Intentional Teaching Cards are organized in four categories.
Language (LL)•
Math (M)•
Physical (P)•
Social–Emotional (SE)•
Steps to Follow
Go to the• Intentional Teaching Card container and find the appropriate card using the reference number listed in a Teaching Guide.
Read through the entire card to determine what •
materials you’ll need, if any, and what preparation should be done in advance. The “What You Do” section lists materials and gives general directions.
Look at how you can adapt the activity for the •
different developmental levels in your small group.
Make time for children to explore materials •
independently before beginning the small-group experience.
Complete the activity with the children.•
Additional IdeasThis section includes related suggestions
to support or expand the Intentional
Teaching Card.
Including All ChildrenThis section provides suggestions and
strategies to ensure that all children
can participate.
The strategies with a double asterisk are
particularly helpful for supporting English-
language and dual-language learners.
M01Dramatic Play
Objective 20Uses number concepts and operations
Related Objectives: 9, 11, 12, 14, 21, 30
How to Use Intentional Teaching Cards
Reference Number The cards are ordered numerically in each category. In this example,
M01 means the category of math card No. 1.
Objectives This refers to a primary objective from The Creative Curriculum® Objectives for Development & Learning.
Each card also lists related objectives.
Interest Area This refers to an area of the classroom best suited for the activity.
YellOw Say, “I have friends coming to dinner, and I need to finish setting the table. Can you help me?”
encourage the child to finish setting the table, one item at a time.
“Put a napkin beside each plate.”
“Put a fork on top of each napkin.”
GReeN encourage the child to count as many as five items on the table.
“I have some friends coming to dinner. How many plates are on the table?”
“ Can you help me put out these forks, please? We’ll need three. How many did I give you?”
GReeN Using up to 10 items, such as plates, invite the child to add or subtract one item and tell how
many remain by counting the items.
“There are six plates on the table, and I take away one. How many are left?”
“ One other friend called; he is coming to dinner, too. Now how many plates do we need?”BlUe
BlUe Invite the child to solve story problems mentally with no more than five items.
“ Two friends are coming to dinner, and three more ask if they may come. How many will be at dinner if they all come:?”
“ I have four glasses of milk, and I spilled one. How many glasses still have milk in them?”PURPle
PURPle Using up to 10 items, invite the child to add and subtract.
“ Six children are having milk, and three are having hot cocoa. How many drinks are there altogether?”
“ There are seven plates on the table, but two friends call to say they can’t come to dinner. How many plates will be on the table after I take away two?”
Teaching SequenceTeaching Sequence The teaching sequence explains how to adapt the experience based on a child’s needs and abilities. It describes how to individualize the activities and scaffold children’s learning. Intentional Teaching Cards may be used with a small group of children of various skill levels. The sequence enables you to adjust an activity’s difficulty and make it appropriate for each child in the group.
Color codingThe color-coded teaching sequences provide a starting point for the activity. How an experience is carried out with a 4-year-old at the end of the year may be very different than how you use it with a 3-year-old at the beginning of the year. The colors directly relate to Objectives for Development & Learning. The color coding key is as follows:
Yellow: 2-year-olds•Green: 3-year-olds•Blue: 4-year-olds•Purple: 5-year-olds•
ITC_HowTo.indd 1 2/23/10 12:10:44 PM
Teaching Strategies Gold™ is based on
38 objectives for development and learning
that are predictors of school success
and aligned with state standards…
Ongoing assessment is an essential part of effective teaching. That’s why, in addition to offering assessment guidance through our curriculum resources, we developed Teaching Strategies GOLD™, a brand-new, seamless assessment system for children from birth through kindergarten. With 38 research-based objectives, Teaching Strategies GOLD™ helps teachers focus on what matters most for children’s success.
This premier assessment solution can be used with any developmentally appropriate early childhood curriculum. It is appropriate for all children, with specific sections of guidance for working with English–language learners, advanced learners, and children with disabilities.
Teaching Strategies GOLD™ online is the easiest and most convenient way to use the assessment system. With activities for classroom and home, easy-to-generate reports for families and administrators, and exciting enhancements that make the assessment process even more accurate, Teaching Strategies GOLD™ online features convenient advantages:
• streamlined entering and viewing of data• integrated professional development support• a dedicated tab for two-way communication with families
Assessment: Helping Teachers Evaluate and Support Children’s Progress
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In print, the components of Teaching Strategies GOLD™ are packaged in a reusable box so all of the resources you need are at your fingertips. Each component is available in both English and Spanish.
Objectives for Development & Learning: Birth Through Kindergarten explains the “what,” “why,” and “how” of assessment. It shows easy-to-understand, color-coded indicators of widely held expectations for children’s development and learning, and presents practical strategies to help children progress. The Child Assessment Portfolio enables teachers to record, analyze, interpret, and evaluate all of the information they collect about each child, documenting an entire year’s progress in one convenient place.
Child Assessment Portfolio Summary Forms enable teachers to summarize each child’s progress at the objective level. The On-the-Spot Observation Recording Tool is a convenient checklist that helps teachers capture information quickly and accurately for multiple children on selected objectives. Assessment Opportunity Cards™ explain 10 brief, playful, curriculum-embedded classroom experiences during which teachers can focus their observations on particular objectives for literacy and numeracy. “Family Conference Forms” are a tool for sharing information about children’s development and learning with families in a conference setting. “Objectives for Development & Learning” Classroom Posters beautifully display the 38 objectives for quick classroom reference.
…so teachers can focus on what’s
most important for children.
11
12
Professional development support is part of every resource…
Professional development is central to what Teaching Strategies does, and our approach accommodates the different needs of different teachers. In designing our professional development sessions and instructional materials, we think about teachers at all levels of experience: from beginning teachers to those who are refining their skills.
Embedded Support Professional development support is directly embedded in all of the resources that make up the Teaching Strategies® System for Preschool. The same supportive approach of the five curriculum volumes is also offered in the daily resources. For example, the Teaching Guides provide detailed background information about each featured study topic, and the Book Discussion Cards™ explain not only how to read aloud effectively but why. Call-outs in the Teaching Guides draw teachers’ attention to the theory behind each day’s activities and offer helpful tips for individualizing instruction for children. Intentional Teaching Cards™ offer guidance to support teachers’ observations. In this way, the Teaching Strategies® System for Preschool provides moment-to-moment, day-to-day
support for teachers who need it, but there’s also plenty of flexibility and choice for more experienced educators.
Professional Development: Helping Teachers With Successful Implementation
13
System Guide for PreschoolThe System Guide walks educators through each of the components of the Teaching Strategies® System for Preschool. It provides a thorough overview of each component and details how everything works together to help teachers build excellent programs for children. Teachers can easily see how the Teaching Strategies® System for Preschool helps them focus on what matters most for each and every child in their classrooms. The System Guide also explains best practice for using the Spanish language resources.
Getting Started (DVD)The Getting Started DVD helps teachers do just that: begin using the Teaching Strategies® System for Preschool. Designed to provide a brief introduction to the components of the system, Getting Started is narrated by Teaching Strategies curriculum authors and presents an insiders’ look at the system’s benefits.
…so all teachers have the
support they need for effective
implementation.
Pre
scho
ol S
ystem
| N
atio
nal Getting Started
The Teaching Strategies® System for PreschoolENGLISH | ESPAñOL
BegiN HereEmpiece
aquí
Getting StartedENGLISH | ESPAñOL
The Teaching Strategies System for Preschool
A virtual tour of The Teaching Strategies System for Preschool. Copyright © 2010 by Teaching Strategies,
Inc. R
unni
ng ti
me:
22
min
utes
14
Opportunities for involving families are built directly
into the curriculum…
Finding ways to build meaningful partnerships with families has never been easier than with the Teaching Strategies® System for Preschool. Support is embedded throughout the system to help early childhood educators build essential bridges between a child’s two most important worlds: school and home. From letters to families to suggested opportunities for family participation and a library of eBooks to send home, the Teaching Strategies® System for Preschool ensures that families and teachers are true partners in promoting children’s learning. Family Connection CD-Rom The Teaching Strategies® System for Preschool includes a CD-ROM with content devoted to helping teachers engage families as active partners. Like the other Teaching Strategies® System materials, every family connection resource is available in both English and Spanish.
• Letters to families are provided for every study. Teachers can use these letters as they are or adapt them as necessary. They introduce families to the study topic and weekly plans and inform them of opportunities for family participation.
• LearningGames®, an award-winning series, offers research-validated activities that teachers can use in the classroom and share with families. LearningGames® provides families with easy-to-use, engaging activities that foster children’s development and that connect their classroom learning to home.
• Weekly planning forms help teachers prepare for each day and share classroom plans with families. Designed to be easily adapted by teachers, these convenient, pre-filled forms save time and assist organization—so teachers can spend more time with children and less on paperwork. Teachers can display these forms to tell families what’s planned for the class that week.
Family Connection: Helping Teachers Reach Out
Copyright © 2010 by Teaching Strategies, Inc. All rights r
eserved.
Second Edition
Family Connection
The Teaching Strategies System for Preschool
ENGLISH | ESPAñOL
Also includes planning resources for teachers
15
EBooks DVDThe Teaching Strategies® System for Preschool includes 2 eBook DVDs. The Children’s eBook Collection includes titles in English and Spanish. Children and families can to listen to the DVD at home, hearing many of the stories that children hear and discuss in the classroom. With multiple copies to borrow, families can participate in the literacy experiences that are so important to children’s development and learning.
Kindergarten, Here I Come!The Teaching Strategies® System for Preschool includes Kindergarten, Here I Come!, an engaging DVD that helps rising kindergartners build confidence about the transition to kindergarten. Taking this enthusiastic tour of a real kindergarten classroom, children and families will get a glimpse of typical daily routines and activities and get excited about what lies ahead.
…so teachers can engage families as active
partners in teaching their children.
16
The Teaching Strategies® System for Preschool
Daily Practice Resources
Curriculum
The Creative Curriculum® for Preschool is a comprehensive, research-based curriculum designed to help educators at all levels of experience plan and implement a developmentally appropriate, content-rich program for children with diverse backgrounds and skill levels.
teaching strategies Mighty Minutes
tM
200 CARDS (100 IN ENGLISH AND 100 IN SPANISH)
the creative curriculuM® for preschool intentional teaching cards
tM
(201 bILINGuAL CARDS)
the creative curriculuM® for preschool teaching guides
coMplete set, featuring:• Beginning the year • Clothes study• Balls study
• Buildings study• reduCe, reuse, reCyCle study• trees study
teaching strategies Book discussion cards
tM
44 CARDS (22 IN ENGLISH AND 22 IN SPANISH)
Supporting Social–Emotional DevelopmentVocabulary
Charlie Anderson17
“Charlie Anderson’s owners know that •Elizabeth and Sarah take good care of him. They can trust Elizabeth and Sarah with their pet. Have you ever taken care of a pet or something else important? How did you show that you could be trusted?”
“Elizabeth, Sarah, and Charlie •Anderson become good friends. What do you do to make your friends feel loved and welcome?”
“In this story, Charlie Anderson is •lucky because everyone agrees to share him. How difficult do you think it is to share something special like your pet? Tell us about a time you shared something really special to make someone feel happy.”
a place with many trees; a forest
couldn’t be seen anymore
a sound a cat makes when it’s happy
a woman who is your father’s wife but is not your mother
a cat that lives outside where there are not a lot of people
(demonstrate rattling gesture) shaking the windows
(demonstrate a worried expression) thought a lot or was nervous about something
(demonstrate motion) searches for something
Charlie, a fuzzy gray cat, walked out of the woods one
evening and into Elizabeth’s and Sarah’s hearts. Now
he sleeps on their beds, lets them dress him up in doll
clothes, and laps up warm milk on chilly nights. But
where does Charlie go during the day? Let’s read and
find out.
Charlie Anderson by Barbara Abercrombie
Supporting Social–Emotional DevelopmentVocabulary
Charlie Anderson17
“Charlie Anderson’s owners know that •Elizabeth and Sarah take good care of him. They can trust Elizabeth and Sarah with their pet. Have you ever taken care of a pet or something else important? How did you show that you could be trusted?”
“Elizabeth, Sarah, and Charlie •Anderson become good friends. What do you do to make your friends feel loved and welcome?”
“In this story, Charlie Anderson is •lucky because everyone agrees to share him. How difficult do you think it is to share something special like your pet? Tell us about a time you shared something really special to make someone feel happy.”
a place with many trees; a forest
couldn’t be seen anymore
a sound a cat makes when it’s happy
a woman who is your father’s wife but is not your mother
a cat that lives outside where there are not a lot of people
(demonstrate rattling gesture) shaking the windows
(demonstrate a worried expression) thought a lot or was nervous about something
(demonstrate motion) searches for something
Charlie, a fuzzy gray cat, walked out of the woods one
evening and into Elizabeth’s and Sarah’s hearts. Now
he sleeps on their beds, lets them dress him up in doll
clothes, and laps up warm milk on chilly nights. But
where does Charlie go during the day? Let’s read and
find out.
Charlie Anderson by Barbara Abercrombie
Supporting Social–Emotional DevelopmentVocabulary
Charlie Anderson17
“Charlie Anderson’s owners know that •Elizabeth and Sarah take good care of him. They can trust Elizabeth and Sarah with their pet. Have you ever taken care of a pet or something else important? How did you show that you could be trusted?”
“Elizabeth, Sarah, and Charlie •Anderson become good friends. What do you do to make your friends feel loved and welcome?”
“In this story, Charlie Anderson is •lucky because everyone agrees to share him. How difficult do you think it is to share something special like your pet? Tell us about a time you shared something really special to make someone feel happy.”
a place with many trees; a forest
couldn’t be seen anymore
a sound a cat makes when it’s happy
a woman who is your father’s wife but is not your mother
a cat that lives outside where there are not a lot of people
(demonstrate rattling gesture) shaking the windows
(demonstrate a worried expression) thought a lot or was nervous about something
(demonstrate motion) searches for something
Charlie, a fuzzy gray cat, walked out of the woods one
evening and into Elizabeth’s and Sarah’s hearts. Now
he sleeps on their beds, lets them dress him up in doll
clothes, and laps up warm milk on chilly nights. But
where does Charlie go during the day? Let’s read and
find out.
Charlie Anderson by Barbara Abercrombie
Supporting Social–Emotional DevelopmentVocabulary
Charlie Anderson17
“Charlie Anderson’s owners know that •Elizabeth and Sarah take good care of him. They can trust Elizabeth and Sarah with their pet. Have you ever taken care of a pet or something else important? How did you show that you could be trusted?”
“Elizabeth, Sarah, and Charlie •Anderson become good friends. What do you do to make your friends feel loved and welcome?”
“In this story, Charlie Anderson is •lucky because everyone agrees to share him. How difficult do you think it is to share something special like your pet? Tell us about a time you shared something really special to make someone feel happy.”
a place with many trees; a forest
couldn’t be seen anymore
a sound a cat makes when it’s happy
a woman who is your father’s wife but is not your mother
a cat that lives outside where there are not a lot of people
(demonstrate rattling gesture) shaking the windows
(demonstrate a worried expression) thought a lot or was nervous about something
(demonstrate motion) searches for something
Charlie, a fuzzy gray cat, walked out of the woods one
evening and into Elizabeth’s and Sarah’s hearts. Now
he sleeps on their beds, lets them dress him up in doll
clothes, and laps up warm milk on chilly nights. But
where does Charlie go during the day? Let’s read and
find out.
Charlie Anderson by Barbara Abercrombie
eBook collection 60 eBooKs (30 IN ENGLISH AND 30 IN SPANISH)
children’s Book collection 142 BooKs (70 in english, 70 in sPanish, and 2 Bilingual) 8 Big BooKs (4 in english, 4 IN SPANISH)
the resource organizer
the creative curriculuM® for preschool, fifth edition• Volume 1: the Foundation• Volume 2: interest areas• Volume 3: literaCy
• Volume 4: mathematiCs • Volume 5: oBjeCtiVes For deVeloPment & learning
Knowledge Building resources
The Teaching Strategies® System for Preschool también está disponible en español.
The Teaching Strategies® System for Preschool materials are also available in spanish.
17
• oBjeCtiVes For deVeloPment & learning
• Child assessment PortFolio (set oF 25)
• Child assessment PortFolio summary Form (set oF 25)
• on-the-sPot oBserVation reCording tool
• assessment oPPortunity Cards (set oF 10)
• oBjeCtiVes Classroom Poster
• Family ConFerenCe Form (set oF 75)
Professional Development
Teaching Strategies® professional development support, embedded throughout the entire System, guides the learning of early childhood professionals at all levels of experience.
Family Connection
Teaching Strategies® family connection resources help educators strengthen connections between school and home and enhance family–child interactions.
Assessment
Teaching Strategies GOLD™ links directly to the curriculum, helping educators respond confidently to children’s individual needs, interests, and skills.
• systeM guide• getting started dvd
teaching strategies curriculuM alignMent to state guidelines (aVailaBle online only)
faMily dvd(bILINGuAL)
teaching strategies gold™ online
Family Conference Form
Cognitive
Literacy
Mathematics
Science and Technology
Social Studies
Th e Arts
English Language Acquisition
Social–Emotional
Physical
Language
Objectives for Development & Learning
Birth Th rough Kindergarten
eMBedded professional developMent support
Large Group
Choice Time
Day 3 Investigation 6
Opening Routine
Game: 1, 2, 3, What Do I See?
Discussion and Shared Writing: Woodworking Tools
What can we do with parts of trees?
Vocabulary
90
Large Group
Choice Time
Day 3 Investigation 6
Opening Routine
Sing a welcome song and talk about •
who’s here.
Game: 1, 2, 3, What Do I See?
Use Mighty Minutes 50, “1, 2, 3, What •
Do I See?” Follow the guidance on
the card.
Discussion and Shared Writing: Woodworking Tools
Remind children about yesterday’s •
visitor who makes things out of wood.
Ask the children to recall what tools the •
visitor uses to work with wood.
Record their responses.•
Review the question of the day.•
Before transitioning to interest areas, talk
about the wood and woodworking tools
available in the Discovery area and how
children can use them.
Before letting children use
woodworking tools, make sure they
know the rules for handling them
safely. You may want to have a parent
volunteer or another adult help you
supervise the children.
As you interact with children in the
interest areas, make time to
Observe children as they work with •
the wood. Ask questions about their
constructions and how they made them.
Offer assistance and safety reminders •
as needed.
Conflicts arise in every classroom.
When children come to you because
of a conflict, you can help them learn
to express their feelings appropriately
and learn skills to resolve the
problem on their own. For more
information, see Intentional Teaching
Card Se13, “Conflict Resolution.”
What can we do with parts of trees?
Vocabulary
english: wooden
Spanish: de madera
TeachingGuides_Trees.indd 90 2/3/10 10:47:26 AM
90
Large Group
Choice Time
Day 3 Investigation 6
Opening Routine
Sing a welcome song and talk about •
who’s here.
Game: 1, 2, 3, What Do I See?
Use Mighty Minutes 50, “1, 2, 3, What •
Do I See?” Follow the guidance on
the card.
Discussion and Shared Writing: Woodworking Tools
Remind children about yesterday’s •
visitor who makes things out of wood.
Ask the children to recall what tools the •
visitor uses to work with wood.
Record their responses.•
Review the question of the day.•
Before transitioning to interest areas, talk
about the wood and woodworking tools
available in the Discovery area and how
children can use them.
Before letting children use
woodworking tools, make sure they
know the rules for handling them
safely. You may want to have a parent
volunteer or another adult help you
supervise the children.
As you interact with children in the
interest areas, make time to
Observe children as they work with •
the wood. Ask questions about their
constructions and how they made them.
Offer assistance and safety reminders •
as needed.
Conflicts arise in every classroom.
When children come to you because
of a conflict, you can help them learn
to express their feelings appropriately
and learn skills to resolve the
problem on their own. For more
information, see Intentional Teaching
Card Se13, “Conflict Resolution.”
What can we do with parts of trees?
Vocabulary
english: wooden
Spanish: de madera
TeachingGuides_Trees.indd 90 2/3/10 10:47:26 AM
The Trees Study Investigating the Topic
Day 1 Day 2 Day 3 Day 4 Day 5 Make Time For…
Interest Areas materials to make bark rubbings; magnifying glass
ebook version of Who Lives in Trees?
tree parts, magnifying glasses
ebook version of Who Lives in Trees?
tree parts, magnifying glasses
realistic animal puppets
realistic animal puppets; materials for building tree homes
Outdoor Experiences
Bring binoculars and magnifying glasses •outdoors for the children to use. Invite them to look for insects and other animals in the trees.
Use Intentional Teaching Card P16, “Body •Part Balance.” Follow the guidance on the card.
Family Partnerships
Invite children to ask their families about •experiences they have had with insects or other animals in trees.
Invite a family member or another •community member who grows food on trees, e.g., a farmer or someone with a fruit tree at home, to visit the class during Investigation 3, “What food comes from trees?”
If you can’t find anyone who grows or •harvests food on trees, invite someone who works with tree-grown food, e.g., grocery store produce manager, cook, or cafeteria server.
Wow! Experiences
Day 2: A site visit to see trees•
Revisit the trees in the neighborhood
or play yard that the children
have examined during previous
investigations. look for evidence of
animal or insect inhabitants.
Day 4: A visit from a family member to tell •a story about something that lived in a tree
Question of the Day Which animal lives in a tree: an alligator or a squirrel?
Who might have made this home in a tree? (Display a bird’s nest or photo of one.)
Could this insect hurt a tree? (Display the picture of the pine beetle from Who Lives in Trees?)
Does this animal live in a tree? (Show an image of an animal that doesn’t live in trees.)
What creature lives in this tree home? (Display a photo of a hive.)
Large Group “Strolling Through the Park”
Who Might Live in Our Trees?
Mighty Minutes 46, “Strolling Through the Park”; Who Lives in Trees? Intentional Teaching Card SE11, “Great Groups”
Riddles
Preparing for the Site Visit
Mighty Minutes 61, “Riddle, Riddle, What Is That?”; evidence that a creature lives in a tree
Let’s Pretend
Harmful and Helpful
Mighty Minutes 39, “Let’s Pretend”; Who Lives in Trees?; The Grouchy Ladybug; evidence that a creature lives in a tree
“I’m a Sturdy Oak Tree”
Tree Storytelling
Mighty Minutes 45, “I’m a Sturdy Oak Tree”; Who Lives in Trees?
“Strolling Through the Park”
Homes in Trees
Mighty Minutes 46, “Strolling Through the Park”; Who Lives in Trees?
Read-Aloud The Grouchy Ladybug Book Discussion Card 14 (second read-aloud)
Who Lives in Trees? The Grouchy Ladybug Book Discussion Card 14 (third read-aloud)
When the Monkeys Came Back Henny Penny Book Discussion Card 15 (first read-aloud)
Small Group
Intentional Teaching Card M22, “Story Problems”; collection of creatures that live in trees
Intentional Teaching Card M22, “Story Problems”; collection of tree-living creatures; masking tape or butcher paper
Intentional Teaching Card M16, “Show Me Five”; collection of small objects
Intentional Teaching Card M13, “Nursery Rhyme Count”; cotton balls; green construction paper; numeral cards
Intentional Teaching Card LL11, “Rhyming Riddles”; props that rhyme with chosen words
Intentional Teaching Card LL44, “Rhyming Tubs”; plastic tub; bag or small box; pairs of small objects with names that rhyme
Intentional Teaching Card LL32, “Describing Art”; paint; index cards with frequently used words and illustrations
Intentional Teaching Card LL32, “Describing Art”; modeling clay; index cards with frequently used words and illustrations
Intentional Teaching Card LL01, “Shared Writing”; book with tree photos
Intentional Teaching Card LL63, “Investigating & Recording”; small clipboards; paper; pencils
Mighty Minutes Mighty Minutes 25, “Freeze”; dance music; letter cards
Mighty Minutes 60, “The Name Dance”
Mighty Minutes 44, “Two Plump Armadillos”
Mighty Minutes 89, “We Like Clapping”
Mighty Minutes 62, “Where Can He Be?”
39
The Trees Study Investigating the Topic
Day 1 Day 2 Day 3 Day 4 Day 5 Make Time For…
Interest Areas Art: materials to make bark rubbings; magnifying glass
Computer: ebook version of Who Lives in Trees?
Discovery: tree parts, magnifying glasses
Computer: ebook version of Who Lives in Trees?
Discovery: tree parts, magnifying glasses
Dramatic Play: realistic animal puppets
Dramatic Play: realistic animal puppets; materials for building tree homes
Outdoor Experiences
Who Lives in Trees?
Bring binoculars and magnifying glasses •outdoors for the children to use. Invite them to look for insects and other animals in the trees.
Physical Fun
Use Intentional Teaching Card P16, “Body •Part Balance.” Follow the guidance on the card.
Family Partnerships
Invite children to ask their families about •experiences they have had with insects or other animals in trees.
Invite a family member or another •community member who grows food on trees, e.g., a farmer or someone with a fruit tree at home, to visit the class during Investigation 3, “What food comes from trees?”
If you can’t find anyone who grows or •harvests food on trees, invite someone who works with tree-grown food, e.g., grocery store produce manager, cook, or cafeteria server.
Wow! Experiences
Day 2: A site visit to see trees•
Revisit the trees in the neighborhood
or play yard that the children
have examined during previous
investigations. look for evidence of
animal or insect inhabitants.
Day 4: A visit from a family member to tell •a story about something that lived in a tree
Question of the Day Which animal lives in a tree: an alligator or a squirrel?
Who might have made this home in a tree? (Display a bird’s nest or photo of one.)
Could this insect hurt a tree? (Display the picture of the pine beetle from Who Lives in Trees?)
Does this animal live in a tree? (Show an image of an animal that doesn’t live in trees.)
What creature lives in this tree home? (Display a photo of a hive.)
Large Group Song: “Strolling Through the Park”
Discussion and Shared Writing: Who Might Live in Our Trees?
Materials: Mighty Minutes 46, “Strolling Through the Park”; Who Lives in Trees? Intentional Teaching Card SE11, “Great Groups”
Game: Riddles
Discussion and Shared Writing: Preparing for the Site Visit
Materials: Mighty Minutes 61, “Riddle, Riddle, What Is That?”; evidence that a creature lives in a tree
Game: Let’s Pretend
Discussion and Shared Writing: Harmful and Helpful
Materials: Mighty Minutes 39, “Let’s Pretend”; Who Lives in Trees?; The Grouchy Ladybug; evidence that a creature lives in a tree
Song: “I’m a Sturdy Oak Tree”
Discussion and Shared Writing: Tree Storytelling
Materials: Mighty Minutes 45, “I’m a Sturdy Oak Tree”; Who Lives in Trees?
Song: “Strolling Through the Park”
Discussion and Shared Writing: Homes in Trees
Materials: Mighty Minutes 46, “Strolling Through the Park”; Who Lives in Trees?
Read-Aloud The Grouchy Ladybug Book Discussion Card 14 (second read-aloud)
Who Lives in Trees? The Grouchy Ladybug Book Discussion Card 14 (third read-aloud)
When the Monkeys Came Back Henny Penny Book Discussion Card 15 (first read-aloud)
Small Group Option 1: How Many Are in the Tree?
Intentional Teaching Card M22, “Story Problems”; collection of creatures that live in trees
Option 2: Big Story Problems
Intentional Teaching Card M22, “Story Problems”; collection of tree-living creatures; masking tape or butcher paper
Option 1: Show Me Five
Intentional Teaching Card M16, “Show Me Five”; collection of small objects
Option 2: Nursery Rhyme Count
Intentional Teaching Card M13, “Nursery Rhyme Count”; cotton balls; green construction paper; numeral cards
Option 1: Rhyming Riddles
Intentional Teaching Card LL11, “Rhyming Riddles”; props that rhyme with chosen words
Option 2: Rhyming Tubs
Intentional Teaching Card LL44, “Rhyming Tubs”; plastic tub; bag or small box; pairs of small objects with names that rhyme
Option 1: Creature Paintings
Intentional Teaching Card LL32, “Describing Art”; paint; index cards with frequently used words and illustrations
Option 2: Animal Sculptures
Intentional Teaching Card LL32, “Describing Art”; modeling clay; index cards with frequently used words and illustrations
Option 1: Spy Outside
Intentional Teaching Card LL01, “Shared Writing”; book with tree photos
Option 2: Investigating Animal Homes
Intentional Teaching Card LL63, “Investigating & Recording”; small clipboards; paper; pencils
Mighty Minutes™ Mighty Minutes 25, “Freeze”; dance music; letter cards
Mighty Minutes 60, “The Name Dance”
Mighty Minutes 44, “Two Plump Armadillos”
Mighty Minutes 89, “We Like Clapping”
Mighty Minutes 62, “Where Can He Be?”
TeachingGuides_Trees.indd 39 2/3/10 10:47:20 AM
eMBedded faMily connection guidance
Presch
oo
l Syste
m |
Natio
nal Getting Started
The Teaching Strategies® System for Preschool
BegiN Here
Getting StartedThe Teaching Strategies System for Preschool
teaching strategies gold™
assessMent toolkit
faMily connection cd-roM (Bilingual, inCludes 20 learning games, WeeKly Planning Forms, and letters to Families)
Game 149
Letters in My Name
J.
Yes, and you traced it with your finger.
Teach your child the letters in his
name by first saying them, then
pointing them out in print, and
finally tracing the shape of
each letter with him.
Your child will eventually
remember the letters and
begin to understand that
letters make words.
Game 200
Noticing Words
Emphasize and point to words
that are repeated in books and
then encourage your child to say
and point to them.
By playing an active role during
reading time, your child will
begin to notice how repeated
words sound and look.
You’re putting your finger right on the word hat.
Family Connection
The Teaching Strategies System for Preschool
or
The Teaching Strategies® System for Preschool, a complete solution that provides complete support for early childhood programs. Ready to get started? Call Teaching Strategies at 800.637.3652 or visit TeachingStrategies.com/System
for more information.
P.O. Box 42243Washington, DC 20015800.637.3652TeachingStrategies.com