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Teacher GuideOnce I Saw a Little Bird

WELCOME TO A WEEK OF Once I Saw a Little Bird

This week, have your room ready for drop-off with these featured Discovery Tables. Change the tables each week with the new ideas presented at the front of your weekly guide.

Discovery tables are open-ended sensory experiences that you set up in the morning for children to freely explore as they arrive. These sensory discoveries will support children as they transition from being with their parent to settling into the school environment.

Each morning begin your day with Circle Time. Toddlers love to move, so make your Circle Time activities move, too.

We recommend you begin with a song. Explore the Touch Tool while you have a simple discussion and end with a story.

Use these simple questions to facilitate discovery-based discussions with your toddlers. Turn them into YES/NO questions for very young children to

easily respond with a head nod or shake. For example: What color is it? Is it green?

Touch & Talk Tool ideas and key vocabulary:

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

What color is it?

What shape is it? How does it feel?

How does it smell? How many are there?

What does it remind you of?

Get Ready for the Day

Circle Time with Toddlers

Discussion Tips

Toy house

window

4 blue pompoms

four, blue

5 white pompoms

five, white

Letter Wwindow,

white

Waterwater, wash

Discovery Table 1Squeeze, push, press down, stack up

Discovery Table 2 Scribble, tear, fill and spill

White CloudsTape contact paper on a wall with sticky side out. Put cotton balls in a bowl near the contact paper. Invite children to press on and pull off the cotton.

Peekaboo BirdTape 4-5 bird pictures to the table then cover the table (including pictures) with sticky notes. Invite children to lift a flap (sticky note) and hunt for the bird pictures.

Artifact

Vocabulary

Establish a Daily RoutineA daily routine can help children feel safe and confident so they can learn and take risks throughout day. Cut out and post this recommended daily Toddler Schedule or create your own. Recommended times to integrate the various types of Experience Toddler Activities are noted in the Toddler Daily Schedule.

9:00 a.m. Arrival & Discovery TablesArrive and explore a discovery table or learning center.

9:15 a.m. Circle Time with featured storybookTalk about the day with a Touch & Talk Tool then enjoy storytime.

9:30 a.m. Learning Centers with featured art projectInvestigate this week’s learning centers and participate in today’s new theme-related creative project.

10:30 a.m. Outdoor DiscoveryLearning continues outside as children play.

11:15 a.m. Snack

11:30 p.m. Learning Centers with featured math/cognitive activityInvestigate this week’s learning centers and participate in today’s new math or science project in one of the learning centers.

12:15 p.m. Lunch

1:00 p.m. Rest

2:30 p.m. Outdoor Discovery

3:30 p.m. Closing Circle Time with choose-your-own storybookTalk about memories from the day, read a story and talk about tomorrow.

3:45 p.m. Music & Movement with featured songSing and dance while strengthening coordination, muscles and teamwork.

4:00 p.m. Learning Centers Revisit favorite activities and play with friends until pick up.

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Daily Schedule

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Circle TimeUse the Purple Activity Cards

Morning Learning CentersUse the Yellow Activity Cards

Afternoon Learning CentersUse the Green Activity Cards

Music & MovementUse the Orange Activity Cards

When to Integrate Experience Toddler Activities

During the Daily Schedule

Learning Centers are special spaces in your room where children can freely explore their imaginations, test out ideas and play with friends. Equip your centers with a set of standard materials. Then enhance them weekly with theme-related materials. Use your own ideas or follow the suggested weekly set-up ideas below. Children will find new excitement and inspiration each week.

Learning Centers for Once I Saw a Little Bird

Build a House Collect cereal boxes and use them as big blocks. Work together to build a house where children can play inside.

Triangle DesignsMake cardboard or fabric triangles (all the same size) and use the pieces to create hexagons or other shapes.

Cloud WritingPut shaving cream on the table and invite children to write or scribble with their fingers in the soft white texture.

Letter E RollMake a masking tape lowercase letter E on the floor or table. Invite children to roll a toy egg or pompom on it to practice recognizing and writing the letter E.

Tray PlayAfter introducing these games, leave them on trays for the entire week: • Feather Dough Fun • Spoonful of O • Counting Eggs

Library Dramatic Play

Sensory/Science

Math & Manipulatives

Blocks

Not all items displayed on activity cards are included. Supplies may vary.

Sticky Note Bird Story Book: Once I Saw a Little Bird Sticky notes

Colors in Carton Foam hexagons: blue, white; Egg carton; Pompoms: blue, white Tweezers; Bowl

Hold Up Blue Song: White Egg, Blue Bird Paper: blue, white; Scissors; CD player

Little Bird & Me Stickers: Once I Saw A Little Bird; Poem Sticker Scene Crayons; Tape

Window Story Cut & Play Story Pieces: Once I Saw a Little Bird Photos of your children; Scissors

Chase the Chick Pompoms: white, blue; Ribbons: white, blue Masking tape

Five Little Birds Song: Five Little Birds CD player

Paint with a Worm Paper; Toy worm Paint; Bowl or plate

Hungry Signs Signing Cards: hungry, eat; Cut & Play Story Piece: bird Stuffed animals; Spoons

Feather Dough Fun Feathers Playdough; Tray

White Walk Song: White Egg, Blue Bird; Ribbons: blue, white; Toy eggs CD player

Tail Feathers Tail feather strips; Yarn Tape; Glue; Scissors (optional)

Story Stack Cube Cards and Cut & Play Story Pieces: Once I Saw a Little Bird Blocks; Scissors; Pocket Cube or box

Spoonful of O Bird & Window; Paper bag Scissors; Tape; Spoon; Dry cereal; Tray

Give-a-Ball Song: Do Generosity Ball; CD player

F Is for Feather Paper F; Feathers Glue or glue stick; Marker

Feather Touch & Tell Song and Cut & Play Story Pieces: Once I Saw a Little Bird; Feathers Tray; CD player

Counting Eggs Toy eggs; Egg carton; Pompoms: white, blue

Hungry Dance Song: If You’re Hungry And You Know It; Signing Cards: hungry, eat CD player

Counting Birds Counting Birds Crayons; Tape

Book Discovery

Sticky Note Bird Story

1

Sorting & Shapes

Colors in Carton

1

Assess

Assess

Play

Play

Set Up

Set Up

SUPPLIES

SUPPLIES

Young Toddler Older Toddler


1

1

Put sticky notes over a picture or word on each page.

Sticky Note Bird Story

Book: Once I Saw a Little Bird Sticky notes

Turn pages and encourage children to lift a sticky note and point at the picture under it. Help them name the animal or character.

As you turn the pages, invite children to lift the flaps. Ask if a word or picture is revealed. Add sticky notes to other books and leave them out for children to explore on their own.

Does the child recognize if pictures are right-side up? Does she turn the pages from front to back of book?

Does the child identify the character or object when shown the book’s pictures?

Does the child identify the front/back and top/bottom of a book? Does she indicate where to start reading on each page?

Does the child recognize the difference between pictures, letters and numbers in print?

2 3

2 3

LLD 8 CONCEPTS OF PRINT

LLD 6 LETTER, WORD, SYMBOL RECOGNITION

1

Place one foam hexagon in each section of the egg carton. Put the pompoms in a bowl next to the carton.

Colors in Carton

Foam hexagons: blue, white

Egg carton Pompoms: blue, white

Tweezers Bowl

Invite children to take one pompom and put it in an egg carton section with the matching color hexagon.

Invite children to use tweezers, pick up a pompom and drop it in an egg carton section with the matching hexagon color.

Does the child try to match the pompom color to the foam hexagon color?

Does the child use a pincer grasp to move the pompoms?

Does the child match the colors on his own?

Does the child use tweezers to move the pompoms?

2 3

2 3

MR 5 PATTERNING

PD 3 FINE MOTOR MANIPULATION

1

Assess

Assess

Play

Play

Set Up

Set Up

SUPPLIES

SUPPLIES



and Me

© 2020 Experience Early Learning Co.

Once I saw a little bird.Go hop, hop, hop.So I said, “Little bird,will you stop, stop, stop?”I was going to the windowto say, “How do you do?”But he shook his little tail,and away he flew.

Little BirdName

Cut up pieces of blue paper. Play the song.

Hold Up Blue

Song: White Egg, Blue Bird

Paper: blue, white Scissors CD player

Give each child a small piece of blue paper. Listen for the word “blue” in the song and encourage them to hold up their blue papers each time they hear the word.

Give each child one small piece each of blue and white papers. Listen for the word “white” in the song and encourage them to hold up their white papers when they hear the word. Invite them to stomp on the blue paper when they hear the word “blue.”

Does the child repeat the word “blue” while listening to the song?

Does the child observe how others are raising their papers and mimic the action?

Does the child anticipate the words “white” and “blue” and begin raising the papers even before they are sung?

Does the child participate in an activity and raise the same colored paper when prompted?

2 3

2 3

LLD 5 PHONOLOGICAL AWARENESS

SED 6 SOCIAL INTERACTIONS

1

Tape the Sticker Scene to the wall low enough for children to reach them.

Little Bird & Me

Stickers: Once I Saw A Little Bird Poem Sticker Scene Crayons Tape

Encourage children to hold the sticker sheet and decorate the Sticker Scene. Write the child’s name on the paper and tape a photo of the child to the scene with the stickers.

Encourage children to stand, hold the sheet and peel off stickers to decorate the Sticker Scene. Leave out a basket of crayons for children to draw a self-portrait next to a bird in the window. Help them write their names on the line in the title.

With help, does the child use two fingers to grasp the sticker? Does he transfer the sticker from hand to paper or to another hand?

Does the child stay focused on placing stickers on the art?

Does the child peel off a sticker by himself and put it on another paper?

Does the child stay focused on adding stickers then drawing a self-portrait on the page?

2 3

2 3


SED 3 ATTENTION & PERSISTENCE

1

Music Game

Hold Up Blue

1

Sticker Art

Little Bird & Me

1

Story Play

Window Story

2

Measure with Me

Chase the Chick

2

Assess

Assess

Play

Play

Set Up

Set Up

SUPPLIES

SUPPLIES




Cut & Play Story Pieces

2

2

Cut out a small full-body photo of each child and add these photos to the other Story Pieces. Cut a window from a box or piece of cardboard.

Window Story

Cut & Play Story Pieces: Once I Saw a Little Bird

Photos of your children Scissors

Use the Story Pieces and photos like puppets to peek from behind the window.

From behind the window, act out the story with the Story Pieces and photos. Use the photos of the children like puppets to say hello to the bird puppet.

Does the child say one or two words to describe her play?

Does the child repeat the last word in familiar rhymes when prompted?

Does the child use short phrases to explain what the Story Pieces are doing in the window?

Does the child suggest a missing rhyming word within a poem?

2 3

2 3

LLD 3 COMMUNICATION & LANGUAGE USE

LLD 5 PHONOLOGICAL AWARENESS

2

Tie the white ribbon around a white pompom and the blue ribbon around a blue pompom.

Chase the Chick

Pompoms: white, blue Ribbons: white, blue Masking tape

Invite children to crawl after a pompom tied to the ribbon. Pull the ribbon and make the pompom go slowly and then quickly. Talk about how the chick is going farther and farther away. Say, “Let’s catch the chick!”

Invite children to sit on a masking tape line. Slowly pull the pompom chick in front of each seated child. Encourage them to bend forward and try to touch the chick. Pull it farther and farther away until children can no longer reach it. Talk about “near” and “far.”

Does the child explore distance by chasing after the pompoms?

As you move the pompom, does the child identify when it is closer or farther away?

2 3MR 4 MEASUREMENT

2

Assess

Assess

Play

Play

Set Up

Set Up

SUPPLIES

SUPPLIES



Arrange chairs in a circle and invite children to be seated. Play the song.

Five Little Birds

Song: Five Little Birds CD player

Clap for each syllable of “little” Afterward try clapping the names of each child and have them mimic or repeat the clapping.

Clap for each syllable of “little.” Afterward clap the syllables of names of each child and invite them to repeat the clapping. Play the song again and clap along with the tempo of the song.

Does the child try to mimic the clapping pattern?

Does the child respond to changes in sound, rhythm, volume or melody?

Does the child mimic the clapping pattern?

Does the child clap to beat (not always consistently)?

2 3

2 3

MR 5 PATTERNING

CA 1 MUSIC

2

Set out a bowl or plate of paint and a piece of paper for each child.

Paint with a Worm

Paper Toy worm Paint Bowl or plate

Give each child a toy worm and invite them to explore it. Demonstrate how to dip it in paint then make worm trails on the paper. Enjoy painting and playing with the worms.

Give each child a toy worm and invite them to explore it in different ways: stretch, roll, drop, pick it up. Demonstrate how to dip it in paint then make worm trails on the paper. Enjoy painting and playing with the worms.

Does the child explore the wet paint with her fingers? How does she respond to the feel of the worm?

Does the child hold the worm with his fingers?

Does the child explore the wet paint and what happens when the worm is in the paint?

Does the child use his pointer finger and thumb to pick up the worm and move it in different ways?

2 3

2 3

SCI 2 NATURAL & EARTH SCIENCES


2

Movement Patterns

Five Little Birds

2

Painting

Paint with a Worm

2

Communication Signs

Hungry Signs

3

Dough Play

Feather Dough Fun

3

Assess

Assess

Play

Play

Set Up

Set Up

SUPPLIES

SUPPLIES



hungry© 2020 Experience Early Learning Co.

eat© 2020 Experience Early Learning Co.

1

2

1

2

Place the Story Piece near a few stuffed animals. Display the Signing Cards.

Hungry Signs

Signing Cards: hungry, eat Cut & Play Story Piece: bird Stuffed animals

Take turns pretending to feed the bird and stuffed animals. Give each child a spoon to pretend feed the animals. Use the sign “eat” while playing.

Show the bird Story Piece and pretend it is hungry. Give each child a spoon and ask, “Who is hungry?” Observe how the child reacts. Use the signs “hungry” and “eat” while playing.

When prompted, does the child mimic the sign when he hears the word?

Does the child hear the words “eat” and “hungry” and make the signs? Does he understand we can communicate with our hands, facial expressions and words?

2 3LLD 1 LANGUAGE COMPREHENSION (RECEPTIVE)

3

Set out the playdough on a tray with feathers.

Feather Dough Fun

Feathers Playdough Tray

Roll the playdough into balls and invite children to push feathers into the dough. Narrate the children’s actions: “I see you push feathers into the dough. I see you made a bird with two feathers.”

Roll the playdough into balls and invite children to make birds. Talk about how many feathers their birds have. Count out four feathers and encourage children to count and press the feathers into their dough.

Does the child squeeze and explore the dough? Does she push the feathers into the dough?

Does the child use her senses to explore the dough?

Does the child push in and pull out feathers in the dough?

Does the child experiment with different ways to decorate the dough?

2 3

2 3


SCI 1 INQUIRY & INVESTIGATION

3

Assess

Assess

Play

Play

Set Up

Set Up

SUPPLIES

SUPPLIES



Place the ribbons on the floor to make one long path. Put toy eggs along the path.

White Walk

Song: White Egg, Blue Bird Ribbons: blue, white Toy eggs CD player

Encourage children to take turns walking heel-to-toe along the ribbon path, stepping over each egg. Then have them hold an egg and repeat.

Invite children to take turns walking forward on the ribbon like a balance beam. Add eggs on the line as obstacles. Increase the challenge by encouraging them to walk backward while stepping over the eggs.

Does the child walk on the ribbon with one foot in front of the other, heel to toe?

Does the child begin to follow a path?

Does the child change direction by walking forward and backward?

Does the child follow a path and navigate obstacles with ease?

2 3

2 3

PD 1 GROSS LOCOMOTOR MOVEMENT

SS 4 GEOGRAPHY

3

Pull apart the tail feather strips from the sheet. Tie yarn on both ends of one strip for each child.

Tail Feathers

Tail feather strips Yarn

Tape Glue Scissors (optional)

Give each child a tail feather strip with yarn on the ends. Give them another strip of paper to tear freely along the edge to make fringe as desired. Write their names on the props, tie them around their waists and invite them to pretend to be birds with beautiful tail feathers.

Give each child a tail feather strip with yarn on the ends. Encourage them to fringe-cut or tear along the edges of the strips to make long tail feathers. Write their names on the bands, tie them around their waists and invite them to pretend to be birds with beautiful tail feathers.

Does the child wear the bird tail and pretend to be a bird?

Does the child use fingers to explore the paper strips and to tear them?

Does the child wear the bird tail and walk like a bird or flap arms to pretend to fly?

Does the child use fingers to tear the paper and begin to investigate scissors?

2 3

2 3

CA 4 DRAMA


3

Coordination

White Walk

3

Dramatic Play Prop

Tail Feathers

3

Story Cube

Story Stack

4

Life Skills

Spoonful of O

4

Assess

Assess

Play

Play

Set Up

Set Up

SUPPLIES

SUPPLIES



Spoonful of O


Insert the cards into the Pocket Cube or tape onto sides of a box.

Story Stack

Cube Cards and Cut & Play Story Pieces: Once I Saw a Little Bird

Blocks Scissors Pocket Cube or box

Encourage children to explore stacking blocks with you. While children play with the blocks, roll the cube and ask if the picture is a bird. Help them answer yes or no.

Lay out the Story Pieces on the floor. Invite a child to roll the cube, name the picture rolled and look for the matching Story Piece. Stack a block near that Story Piece. Continue to roll and stack.

Does the child answer yes or no when asked if the picture is a bird?

Does the child mimic the actions of others and play with the blocks ?

Does the child identify the picture rolled? What other vocabulary does he use to describe the picture rolled?

Does the child participate in the activity and wait his turn to roll the cube?

2 3

2 3

LLD 6 LETTERS, WORD, SYMBOL RECOGNITION


4

Give each child a paper bag and window. Put a bowl of dry cereal, a spoon and the decorated bag on a tray.

Spoonful of O

Bird & Window Paper bag Scissors Tape

Spoon Bowl of dry cereal Tray

Invite children to decorate their bags to look like birdhouses then help you scoop cereal from the bowl into the bags. Set out multiple spoons with or without slots and encourage them to make room for everyone and work together.

Invite children to decorate their paper bags to look like birdhouses then help you scoop the cereal from the bowl into the bags. Set out only one spoon and encourage the children to take turns and share the spoon. Help them practice “please” and “thank you.”

Does the child hold the spoon and transfer the cereal from the bowl to the bag?

Does the child respond as you ask him to scoop more?

Does the child control the spoon as he scoops the cereal and puts it into the bag? Does he feed himself during meal times?

Does the child talk about “more” while scooping more cereal?

2 3

2 3

PD 6 NUTRITION

MR 4 MEASUREMENT

4

Assess

Assess

Play

Play

Set Up

Set Up

SUPPLIES

SUPPLIES



F

Arrange chairs in a circle and invite children to be seated. Play the song.

Give-a-Ball

Song: Do Generosity Ball CD player

Give one child the ball to carry around the circle then back to his seat. (Model with him, if necessary.) Invite him to give the ball to another child and repeat.

Give one child the ball to carry around the circle then back to his seat. Observe as the child walks by himself. Encourage him to give the ball to another child and repeat.

Does the child respond to the music by walking around the chairs?

Does the child carry the ball?

Does the child explore the music by walking and carrying the ball on his own?

Does the child wait patiently for his turn to carry the ball?

2 3

2 3

CA 1 MUSIC


4

Set out the paper Fs and feathers on the table.

F Is for Feather

Paper F Feathers

Glue or glue stick

Marker

Invite children to make the /f/ sound while playing with feathers. Explore blowing them off the table. Pick them up and glue onto the letter F.

Show children the letter F and encourage them to say “F-f-f-feather”! Each time they say it, give them another feather to hold. After each child has 2-3 feathers, invite them to glue their feathers onto the letter F. Write their names on the paper.

Does the child use fingers to play with the feathers?

Does the child mimic the /f/ sound?

Does the child use fingers to play with the feathers then glue it onto the paper F?

Does the child point at the paper F and make the /f/ sound?

2 3

2 3


LLD 7 PHONICS

4

Rhythm Game

Give-a-Ball

4

Collaging

F Is for Feather

4

Active Listening

Feather Touch & Tell

5

Number Play

Counting Eggs

5

Assess

Assess

Play

Play

Set Up

Set Up

SUPPLIES

SUPPLIES



Set out a tray of feathers for children to touch. Play the read-aloud story.

Feather Touch & Tell

Song and Cut & Play Story Pieces: Once I Saw a Little Bird

Feathers Tray CD player

Invite children to touch and explore the feathers as they listen to the story. Repeat words heard in the rhyme.

Invite children to touch and play with feathers while listening to the story. Use the Story Pieces to retell and act out the story after listening to it. Observe how the children talk about the feathers and Story Pieces together.

Does the child stay near and listen to most of the story while touching the mushrooms?

Does the child use his senses to explore the feathers and react to how they feel, break apart or look when playing with them?

Does the child focus on the mushrooms quietly during the length of the story read-aloud?

Does the child investigate what happens as he explores the feathers in a variety of ways, e.g., touch, squeeze and break apart? What words does he use to explain his discoveries?

2 3

2 3

SED 3 ATTENTION & PERSISTENCE

SCI 3 PHYSICAL SCIENCE & TECHNOLOGY

5

Insert one pompom into each egg. Hide them around the room.

Counting Eggs

Toy eggs Egg carton Pompoms: white, blue

Invite children to hunt around the room for eggs. Encourage them to bring them back and put them in the carton.

Invite children to hunt around the room for eggs. Encourage them to bring them back, open and see what color the pompom inside is. Count the eggs aloud then count the pompoms. Put the eggs in the carton.

Does the child explore one-to-one correspondence by putting one egg in each section of the egg carton?

Does the child recognize the difference between one, two and three?

2 3MR 1 NUMBER SENSE

5

Assess

Assess

Play

Play

Set Up

Set Up

SUPPLIES

SUPPLIES



Counting Birds


1 2 3



1

2

1

2



1

2

1

2Display the Signing Cards low on the wall so the children can easily see them. Play the song.

Hungry Dance

Song: If You’re Hungry And You Know It

Signing Cards: hungry, eat CD player

Listen for the word “hungry.” Sign that word throughout the song.

Listen for the words “hungry” and “eat.” Sign the words and invite children to mimic you.

Does the child mimic the sign when you model it during the song?

Does the child connect the spoken word to the sign?

Does the child hear the words and demonstrate the sign language to communicate them?

Does the child understand that a gesture can represent a word?

2 3

2 3

CA 2 DANCE

LLD 1 LANGUAGE COMPREHENSION (RECEPTIVE)

5

Tape the page under a chair or low table. Children will color upside-down.

Counting Birds

Counting Birds Crayons Tape

Invite children to explore coloring while lying on their backs. If a child is hesitant, demonstrate how you do it. When done coloring, look at the pictures together and encourage children to touch each bird as you count aloud 1-2-3.

Invite children to color upside-down. Hold the box of crayons so they have one crayon at a time and must crawl out to ask for another. When they are done, remove the coloring sheets and talk about the numbers on the page. Encourage children to count the birds aloud together.

Does the child purposefully grasp the crayon and make a mark on the paper?

Does the child touch each bird as you count aloud?

Does the child hold the crayon with his whole hand and move it purposefully on the paper?

Does the child count the birds aloud (not always in order)? How high does the child count on his own?

2 3

2 3


MR 1 NUMBER SENSE

5

Sign-Along

Hungry Dance

5

Coloring

Counting Birds

5

Teacher Guide Once I Saw a Little Bird - Once I saw a Little Bird.pdf · Play cards for flexible...

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Transcript of Teacher Guide Once I Saw a Little Bird - Once I saw a Little Bird.pdf · Play cards for flexible...