*Dramatic Play
@3-5 Children
Activity: Pizzeria - Children will pretend to work, visit
and purchase food and other items at the pizzeria. This
activity will allow the children to practice fractions as
they practice the differences between one whole, one
half, one fourth and one eighth of a pizza. They will
practice literacy as they recognize the letters on the
pizza box and the pizzeria signs.
Objective: Children will practice their social skills as
they pretend to work, eat, order, and buy pizza at a
pizzeria.
IELG D1 G14: Children participate in exploratory play.
Developmental Purposes Claire J., Hannah J. and
Victoria will practice their goals of writing and
recognizing numbers and letters as they look at the
letters on the pizza boxes and signs, look at the numbers
on the cash register and write letters and numbers on the
construction paper.
SELF-SELECTED ACTIVITIES 8:20 – 9:50 a.m.
Books 6 children
Notes for Activity Set-Up; Including All Materials
Set-up: Tape all the pizzeria signs around the loft area.
Place the tablecloth, plates, and a pizza box on the
table. Place all other pizza items around the loft and in
the other areas of the dramatic play space. Place
papers and the ice cream parlor on a table next to the
loft.
Materials:
● Pizzeria Box (RR2 252)
● Pizzeria Blocks (RR2 175)
● Cash Register (RR2 218)
● Construction Paper (Classroom)
● Markers (Classroom)
● Ice Cream Parlor (RR2 248)
Notes for Activity Set-Up; Including All Materials
Intentional Teaching
Script & Support 1: As the children play in this space, the
teachers will ask questions such as, “How many slices are
there in a pizza?” or “If we have four slices of pizza and
not eight slices, how much of the pizza do we have?” Make
sure that the children share the pizza materials with the
other children.
Script & Support 2: This activity will benefit Claire J.,
Hannah J. and Victoria because they all enjoy pretending
in the dramatic play area. Teachers should encourage them
to practice their goals by asking questions such as, “What
are the letters on this box?” “What do you think the word
is?” “I want to buy two pizzas for 5 dollars each, how
much is that total?”
Intentional Teaching
Activity: Reading Corner
Objective: Children will read different books based on
different kinds of food.
IELG D5 G48: Children demonstrate the meaning of
language by listening.
Additional Developmental Purposes Easton will have
the opportunity to work on his goal of dictating words
as he reads the stories with encouragement from a
teacher.
Set up: Set the books on the bookshelf. Script & Support 1: As children and being read to ask
them questions about the reading. Ask questions about the
Materials: words and pictures in the story.
● Apples grow on a tree P S32 Language and Literacy: The letters A through Z will be
● The carrot seed P K7 placed around the room. Including in the book area. The
● Chicken soup P S16 children will use the letters to spell their name and to
● Curious George makes pancakes P R7 practice recognizing all the letters of the alphabet. -
● Curious George and the pizza party P R19 (Sophie)
● E is for eating P T14
● Froggy bakes a cake P L18
● From seed to plant P G22
● The fruit we eat P G21
● The giant jam sandwich P L6
● Hi, Pizza man! P W3
● in the kitchen P C27
Script & Support 2: This activity will help Easton work
● I know an old lady who swallowed a pie P J1
on his goal of dictating words by asking him to repeat the
● I will never not ever eat tomatoes
words from the book and guess what will happen next. A
P C25
teacher might say, “Easton, what do you think will happen
● Let’s find out about ice cream P R2
next in the book?” and allow him to make a prediction and
● Mushroom in the rain P G10
dictate his words.
● Oliver’s fruit salad P F16
*Felt board story the very hungry caterpillar