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PreschoolFarmDaySchedule

Filloutthechartforeachtheactivitiesyouareresponsiblefor.

Name:PaigeHuefner
Activity1:ReadAloud

TeacherObjectives:
TheteacherwillsignthestoryinASL.
Theteacherwillask3openendedquestionsthroughoutthestorytoinvitestudentparticipation.
Theteacherwillaskwherethetitleisandemphasizethetitle.

Activity2:SnackTime
TeacherObjectives
Theteacherwillpresentstudentswiththeoptionofwhichanimaltheywouldliketheirsnacktobe.
Theteacherwillaskstudentsthesignforeachanimalandfingerspellitbacktothemandpointtotheprint.

Activity3:DramaticPlay
TeacherObjectives
TheteacherwillreviewHEN,DUCK,andFARMwithstudentsandshowthemthepicturelabelsofeachcharacterandplace.
Theteacherwilldemonstratehowtoactoutthestoryfromthedifferentcharactersperspectives.
Theteacherwillaskstudentsguidingquestionsandturnthepagesofthebooktohelpstudentsretellthestory.

Activity4:CenterArt
TeacherObjectives
Theteacherwillprovidestudentswithcoloringpagestochoosefrom.
TheteacherwillreviewHEN,DUCK,PIG,andCOW,theirsigns,howtheyarefingerspelledandtheprint.
Theteacherwillaskstudentswhichanimaltheywanttocolorandhavestudentssigntheanimal.
Theteacherwillaskwhichlettertheanimalthechildpicksstartswithandproceedtofingerspelltheword.

Time
EventNameandDescription
TargetedLiteracyAreas
Materialsused
10:3010:50
CircleTime:StudentBandPaige
Vocabulary
Vocabularycards
Beginbyintroducingus(theteachers)andhavingthe
Expressivelanguage
Nametags
kidsintroducethemselvesbyfingerspellingtheirnames.
Receptivelanguage
Aftereveryonehasbeenintroduced,askthekidsby
name(fingerspellingorbynamesign)togofindtheir
nametag.Then,introducethethemebytellingthekids
thattodaywewillbelearningaboutthefarm.Then,go
throughthevocabularywordsusingthecardsStudentB
hasforheroutsideactivity.Startbyaskingthemifthey
knowwhattheword/animalis.Besuretofingerspell,

10:5010:55

10:5511:15

11:1511:30

11:2511:35
11:3011:50

11:5012:10

sign,andshowthepictureandEnglishprintofeach
word.Thekidsshouldsignalongwithus.
WiggleTime:StudentBandPaige
Wewillplayawigglegamewherestudentswillcopy
themovementtheteacherisdemonstrating.Theteacher
willsignananimalandthestudentswillactlikethe
animal.
ReadAloud:Paige
SignthestoryinASL.Startbyaskingwherethetitleis.
Emphasizetargetvocabulary(HEN,DUCK,FARM)
throughoutthestory.Askstudentsopenendedquestions
(atleast3)throughoutthestorytolinktotheirlifeand
enhancetheirunderstanding.
DramaticPlay:Paige
StudentswilleachbegivenacharacterfromtheLittle
RedHen.Studentswilleachhaveanametag
(picture+print)toweartoidentifytheircharacter.
Differentareaswillalsobelabelledfordifferentpartsof
thebook.Theteacherwillholdthebookandask
guidingquestions(whatisthetitle?(whereisthetitle)
whatdoesthehenask?whatdotheanimalssay?)to
helpstudentsretellthestorydramatically.Thisactivity
canberepeatedmultipletimesuntileachstudenthasa
turntoparticipate.
Bathroombreak/washhands

Snacktime:Paige
Presentthekidswithdifferentcookiecuttersshaped
likeaduckandfarmhouse.Askstudentswhichthey
want.Askthemwhatlettertheystartwith.Studentswill
signwhichvocabularywordtheywanttousetocuta
sliceofcheeseandslicesofbread.
OutsideTime:StudentB
Hidecardswithbothapictureofthevocabularyword
andtheprintedEnglishword(usedduringthecenter
activityledbyStudentB).Showeachcard(asecond
batchseparatefromtheoneshidden)andreviewthe
vocabularywordswiththestudents.Thisshouldbe
donebyaskingWhatisthis?andhavingthestudents
respondwithasign.Theteacherwillthenfingerspell
andsigntheword,relatingittothecard.Then,holdup

Vocabulary
Receptivelanguage

Vocabulary
ReceptiveLanguage
ExpressiveLanguage
Comprehension
ConceptsofPrint

Book:
TheLittleRedHen

Comprehension(sequencing)
ExpressiveLanguage
Motivationtoengagewith
text
ConceptsofPrint

Book:
TheLittleRedHen
Labels
hen,duck,farm,cat,dog
eacharea(plant,wheat,mill,
kitchen)
wateringcan
seedpacket
rake/hoe
apron
bowl,spoon,breadpan

Vocabulary
LetterRecognition

Expressivelanguage
Receptivelanguage
Vocabulary

cookiecutters
bread
cheese
drink
cups,napkins,plates
StudentBsmatchingcards
Vocabularycards
Figurines
Feltanimals

12:1012:25
12:2512:40

12:1012:25
12:2512:40

12:4012:55

12:551:00

1:001:20
1:202:00

2:002:15
2:152:30

onecard.WhentheteachersaysGO!havethe
studentsrunandfindthefigurinethatmatchesthatcard.
Whentheybringthefigurineback,havethestudents
signwhattheyfound.Continueplayingseveralrounds.
Center1:StudentB
Allowthekidstoexplorethemagnets,includingletters,
animals,andwords.Askquestionsincludingbutnot
limitedto,WhatletterdoesPIGstartwith?Whatis
that?WhereistheCOW?Thestudentswillhaveto
watchandrespondtomyquestionsbothoneononeand
asagroup.Havethekidsleadtheactivitywhileasking
thequestionstohelpcheckforunderstandingand
completionofobjectives.
Center2(Art):Paige
Showthestudentsdifferentcoloringpagesofeach
vocabularywordwiththenameprintedbelow.Review
eachcoloringsheetandtheanimals..Havestudents
pickwhichone(s)theywouldliketocolor.Asthey
coloraskthemquestionsaboutwhichanimalthey
pickedandwhatletteritstartswith.
ASLStory:StudentB
Signthenumberstorybasedoffofthebook
TheLittle
RedHen
.Thefirsttime,lookforthestudents
comprehensionofthestory.Thesecondtime,assign
eachstudentanumberthatcorrespondswithasignin
thestory.Havethestudentsraisetheirhandwhenthey
seetheirnumbertoincorporatesomereceptiveand
expressivelanguage.Thethirdandfinaltimethestory
issigned,havethestudentscopytheteachersigningthe
story,showingtheirexpressivelanguage.
Goodbye!/PottyBreak
(ContinuedSchedule)
SecondReadAloud
CenterspartII:
MatchingGame
WritingCenter

SecondASLStory
BookLoft

Vocabulary
Letterrecognition/
AlphabeticPrinciple
Expressivelanguage
Receptivelanguage

Magneticletters
Magneticvocabularywords(printed)
Magneticfigurinesand/orpictures
representingthevocabularywords
Magneticboard
feltanimals
feltboard

LetterRecognition
Vocabulary

printedcoloringpages
crayons

Comprehension
Expressivelanguage
Receptivelanguage
ASLphonologicalawareness

Book:
TheLittleRedHen