Theme: “Roads, Rails and Rivers” (week 1)
Center/Classroom:
Teachers:
Week of:
(A) General Information
Study/Topic - BIG IDEAS this week: In this new curriculum theme,
children will explore the many different ways that people (and
goods/cargo) get from place to place. In this first week, we will
explore concepts related to maps, wheels, and road signs, while
making connections with children’s personal experiences.
Key vocabulary:
1. Transportation 1. Transportación
2. Vehicles
2. Vehículos
3. Road, street, sidewalk 3. Calle, Carretera, Banqueta
4. Traffic, traffic light
4. Tráfico, Semáforo
Specific vehicle names – car, truck, van, bus, bicycle, etc. Nombres específicos de vehículos –
Carro, Troca, Van, Autobús, Bicicleta, etc.
Monday “To
Do” List:
- Review Planned Read-Alouds; read books through at least once.
- Review Small Group Activity forms and gather/create materials, including variety of small vehicles; materials to make ramps; a few simple maps;
“touch box” with circles/spheres inside.
- Review lyrics to “Driver Song” and “Twinkle Twinkle Traffic Light”; create song charts.
- Gather/create materials for centers and circle time, including milk cartons or other materials to make buildings, vehicle-picture word cards, paper plates,
large stop sign and/or traffic light
- Remove any items from centers that are in poor condition or children no longer use.
- SS Week-
Support for
Dual
Language
Learners:
Use visuals such as pictures or vehicles when talking about the different modes of transportation. Encourage children to repeat what you say and offer them
descriptive language to extend both their home language and English. Encourage children to use their home language to tell you about what they are doing
during free play or small group time; even if you can’t understand, you can encourage them through nonverbal signals such as smiling and nodding, or with
brief phrases such as “¿Verdad?” (really?) or “¡Dime más!” (tell me more!)
Family/
Community
Involvement:
Encourage families to point out different types of cars or other vehicles as they walk or drive with their children. They can talk about how loud/quiet,
fast/slow the vehicle is, and where it might be going. E.g., what do they think is in the delivery truck that passes them on the street? Where might that train
or bus be going and what might it be carrying? Families can also look for street signs (railroad signs, stop signs, yield signs, pedestrian crossing, etc.) and
talk about what they mean. Remind families in advance about the “Question of the Day” so children can be on the lookout for a traffic light or stop sign on
the way to school.
There are always props and materials needed for classroom activities, and parents can be extremely helpful by donating or lending items. This week items
include (clean) milk cartons, paper towel rolls, spools, dowels, or other 3D construction materials; transportation-related materials, such as license plates,
licenses, transit cards, bus tickets; or a wheel, tire, or other item with wheel/axle for children to take apart in the Discovery Area.
TEACHERS: Review this lesson plan thoroughly in advance. If you make any modifications (only if needed for your children), these must be approved by Education
Manager/Supervisor. You also need to complete the Individualized Learning Plan.
Last updated: 09/09/13
Consider taking a neighborhood walk to look at different types of transportation! You can get children’s predictions in advance about what they might see;
count and categorize the types of vehicles you see; and/or take pictures to post in the classroom afterwards.
(B) Materials to Enhance Children’s Play
Blocks
Dramatic Play
Add:
Vehicles, street signs, traffic light (made from
paper/cardboard if needed)
Paper, pencil, clipboards to draw maps of
streets/buildings children create
Materials to make ramps, e.g. different lengths of
cardboard – see Small-Group Activity
Pictures of roads (e.g. in city, highway, winding road
near cliff, etc.)
Add:
Maps, travel books, pictures of places
Toys and Games
Add:
Vehicle counters
Vehicle picture-word cards to sort and match – see
Activities Packet; may want to save train/boat
images for later weeks of theme.
Art
Library/Writing
Discovery/Science
Add:
“Making buildings”: Small (clean, empty) milk cartons,
paper-towel tubes, popsicle sticks, toothpicks, cardboard
scraps, or other materials (collected or donated by
families).
Note: These buildings will be used for a small-group
activity during week 2.
Add:
Read-aloud books for this week
Additional transportation-related books if available
Song charts for “Driver Song” or “Twinkle Twinkle
Traffic Light”
Add:
[If available]: “Take Apart” – An old bicycle wheel,
roller blade, or other item with wheel(s); also
provide basic tools, magnifying glass. Allow
children to take apart and examine how the item(s)
work.
Sand and Water
Music and Movement
Add:
Cars/trucks
Street signs (can use extra signs from Block Area, make
them yourself, or have children help create them on
popsicle sticks to stick in sand)
Add:
Stop sign and/or traffic light. (Can make traffic light
from cardboard, with red, yellow and green circles
attached by Velcro). Children can hold up the signs
to signal their friends playing instruments: play
when light is green, slow down on yellow, stop
when it is red (or on the stop sign).
Outdoors
Computers
Add:
Cooking
“Driving on the Road”: stop sign and/or traffic light; paper plates; chalk or colored tape.
Children can create “roads” from chalk or tape, and “drive” using the paper plates as steering wheels. Others
can hold the stop sign or traffic light (using Velcro pieces to change from green to yellow to red).
Talk about safety rules (look both ways before you cross the street, hold hands with an adult to cross, etc.)
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(C) Group Experiences
Monday
Arrival
Opening
Circle
Movement
Relaxation
Transitions
Closing
Circle
Tuesday
Wednesday
Thursday
Friday
Arrival: Attendance graph
Arrival: Attendance graph
Arrival: Attendance graph
Arrival: Attendance graph
Morning Circle:
Welcome song & one other
Morning Circle:
Welcome song & one other
Morning Circle:
Welcome song & one other
Morning Circle:
Welcome song & one other
-SS Puppet Script
- Maps: Show children a
few examples of different
maps. (Suggestions: city
maps, neighborhood maps,
map of a zoo or museum,
hand-drawn map of
classroom, school or
neighborhood street.) Talk
about what do we use maps
for? How can they help us?
What do you see on these
maps?
Review daily schedule and
rules now and throughout
the day
Review daily schedule and
rules now and throughout
the day
Transition: QOTD: “Did
you see a traffic light on
your way to school today?”
(Y/N) Provide a picture to
aid with children’s
comprehension.
SS Skill Activity
Review daily schedule and
rules now and throughout
the day
Transition: Question of the
Day (QOTD): “How did
you get to school today?”
(Car, bus, walking) Use
visuals. Have children
answer charting with
whiteboard/pocket
chart/etc.
Music/Movement: SS Song
& one other
Review daily schedule and
rules now and throughout
the day
Music/Movement: :
“Twinkle Twinkle Traffic
Light” and/or “Wheels on
the Bus”
Relaxation:
Transition:
Transition: SS Brain
Builder-
Music/Movement: :
“Driver Song” and/or
“Wheels on the Bus”
Relaxation:
Relaxation:
Transition: Choose a math
transition
Closing Circle:
Review QOTD results with
the full group, counting
each column and writing
the numeral.
Goodbye song
Transition:
Closing Circle:
Goodbye song
Transition: QOTD: “Did
you see a stop sign on your
way to school today?”
(Y/N) Provide a picture to
aid with children’s
comprehension.
Music/Movement: SS Song
& “Beanbag Toss” (see
below)
Relaxation:
Transition: SS Brain
Builder-
Closing Circle:
Goodbye song
Closing Circle:
Goodbye song
© 2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current
SARGE subscriber with Acelero, Inc.
Monday
Tuesday
Group 1: Duck on a Bike
ReadAlouds
Group 2: Trashy Town by
Andrea Zimmerman
(recall from
“Neighborhood” theme)
Group 1: Painting with
Vehicles
SmallGroup
Activity
Group 2: Ramps
Special
Activities
Tangible
Acknowledgement System:
Outside
Inclement Weather Plan:
Wednesday
Group 1: Trashy Town by
Andrea Zimmerman
(recall from
“Neighborhood” theme)
Thursday
Group 1:SS Story and
DiscussionGroup 2: SS Book-
Friday
Group 1: SS BookGroup 2: SS Story and
Discussion-
Group 2: Duck on a Bike
Group 1: Ramps
Group 1: SS Skill Activity-
Group 2: Painting with
Vehicles
Group 2: Wheel/Circle
Hunt
Play Yard Map (see activity
guide)
Play Yard Map (see activity
guide)
Group 1: Wheel/Circle
Hunt
Group 2: SS Skill Activity-
Have children pass beanbag
around the circle in various
ways – over head, behind
back, etc. Then have them
pair up and toss beanbags to
each other, then into a
basket. (Provide multiple
baskets to minimize wait
time.)
© 2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current
SARGE subscriber with Acelero, Inc.
Individual Child Planning Form
School Readiness Goal
Focus Domain(s)
Physical
Name
Approaches to
Learning
Language &
Literacy
Cogn./ Gen.
Knowledge
Child’s
Soc-Emotional
Focus
Date
Week of:
Strategy/Activity
Focus TS
GOLD
Objective(s)
Why Chosen?
(IFSP, TS Gold Report,
family input, conference
goal, etc.)
NOTE: Children with similar needs may benefit from
differentiated instruction (e.g. during small-group activity).
You can use the “Small Group” column at right to make notes
about possible groupings.
Example: 1. Routine – activity, state how you are
individualizing for this child.
CHECK when
implemented
Teachers:
Possible small-group?
Center/Classroom:
1.
Tuesday
2.
3.
1.
Tuesday
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
© 2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current
SARGE subscriber with Acelero, Inc.
2.
3.
1.
2.
3.
IFSP Child Planning
Child’s Name
IFSP Goals
Classroom Plan: What’s the Activity/Who’s Supporting the Child
*Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals.
*For speech goals the what/who would be: Directed by the Speech Language Therapist
© 2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current
SARGE subscriber with Acelero, Inc.