Two Weeks At A Glance Lesson Plan

Date: March 29- April 8, 2021 Teacher(s): Kalli and Hannah

Statement of Intent for Learning: We will use the knowledge and goals we have developed up to this point to assess the children and
continue to work on meeting their goals. We will take quotes and observations made while the children participate in their
investigations and dive into more detailed aspects of their investigation topics, while putting together their investigation books. We will
also help in continuing to prepare the children for kindergarten screening.

Monday Tuesday Wednesday Thursday

1 Art Table At the art table, we will be creating characters using different materials.
At the easel, we will be painting with bugs. We will start by painting with the primary colors, then try
1 Easel
mixing them to see what new colors we can create.
The children will be using their fine motor skills to create different structures with small and large
1 STEM Table
popsicle sticks and model magic.
At the science table, there will be a ramp along with different kinds of fabrics to see the differences in
1 Science/Nature
friction when sliding wooden blocks down the ramp.
In the sensory bins, we will be manipulating play dough and guiding the children to create numbers out
1 Sensory
of them and to create math problems as well.
There will be many different quiet manipulatives to choose from including an alphabet train floor
1 Quiet Manipulatives
puzzle, small dinosaurs, numbers puzzle, and “The Very Hungry Caterpillar” board game.
1 Computers/ In the classroom, we will not be using the iPads this round, but we will be listening to the Native
Music American Multicultural Music CD and the A Treasury of All-Time Children’s Favorites CD.
Working collaboratively, the children will use their spatial, building, and social skills while using the
2 Blocks
blocks and zoo animals.
2 Books & Listening We will be focusing on many different types of books (friendships, emotions, diversity, and more). We
Station will also be listening to books on CD.
2 Writing At the writing table, the children will practice writing and sounding out simple sight words.
We will be focusing on incorporating storytelling into our Fire Station dramatic play area. The children
2 Dramatic Play
will be taking on different roles within the dramatic play area.
The children will use their fine motor skills and creativity to create houses, buildings, etc. for the paper
2 Light Table
dinosaurs.
The children will practice simple adding and subtracting problems using the sorting dinosaurs as
2 Math Table
counters.
Our time outside will include exploring the playground using shovels, trucks, hula hoops, scooters, and
1 Outside Playground
more.
2 Outside Grassy Area The children will play a variety of games, such as follow the leader, tag, and catch the balls.
The teachers are continuing identifying different storytelling aspects with the children. Final
Inquiry Investigations
investigation topics are being finalized within each group.
Inside a Barn in the
The Family Book by How Do I Love You? Curious George Makes
Large Groups Week 1 Country by Alyssa Satin
Todd Parr by Leslie Kimmelman Pancakes by H. A. Rey
Capucilli
Feelings by Joanna Paddington by Michael Anh’s Anger by Gail Dear Mr. Blueberry by
Large Groups Week 2
Brisson Murphy Bond Silver Simon James
Cheese Stick &
Snack Week 1 Trail Mix Cinnamon Grahams Goldfish Crackers
Crackers
Milk Milk Fruit Juice
Water
Snack Week 2 Teddy Grahams Granola Bars Chex Mix
NO SCHOOL
Milk Milk Fruit Juice
Creating Math
Small Group Activities Clown Counting and
Snap Together Letters Jenga Problems using
Week 1 Patterns
Playing Cards
Small Group Activities Magnetic Numbers and Rhyming Sounds
Numbers Floor Puzzle Constructing Letters
Week 2 Letters on Whiteboards Cards
 Activity Plan for: March 29th-April 8th, 2021
1 Art Area - 1 Activity: Creating characters using different materials
Reason Why We chose this activity because each investigation group is working on storytelling, and characters are
Choosing This included in stories. Creating their own characters is a unique way to keep them working on
Activity investigations without explicitly telling them to do so.
Intent, Provocation, &
The children will: use the different materials to create their own characters.
goal(s):
Large Popsicle Sticks (Maker’s Space Shelf 34), different colored feathers, googly eyes, jewels,
Materials/
buttons, sequins, different colored pipe cleaners, and pom poms (LMR), paper (either colored or
Resources:
computer paper) (art studio).
Detailed Set-Up: Put all the baskets of materials in the center of the table. Place 3 pieces of paper on the table.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 3 children at the table. Write names on all artwork.
Evaluation Questions
What/who did you create? What materials did you use?
Assessment:
Specific Skills: Fine motor skills, focusing on details, creativity, communication
Teacher: Hannah
Other
Responsibilities:

1 Easel - 2 Activity: Bug Painting

Reason Why
I want the children to use their creativity and knowledge about mixing colors to create free art. This will
Choosing This
be a fun way for the children to express themselves through free art.
Activity
Intent, Provocation, &
The children will: utilize the different bugs and paint with them on construction paper put up on the
goal(s): easel. They will also be mixing primary colors to see what new colors they can create.
Materials/ Primary Colored Paint (Art Studio), Colored Construction Paper (Art Studio), Spiders and Insects (RR
Resources: Cabinet 5, Shelf 6)
Put yellow, red, and blue paint into their own paint cups. Line up different insects along the wooden
shelf and put construction paper on the easel (they can choose other colors from the art shelf if they
Detailed Set-Up: want a different color). Make sure to have a red cup to put the used bugs in when the children are done
and add more bugs to the workspace if needed. BE SURE TO DATE AND WRITE NAMES ON ALL
WORK!
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2 children at a time.
What different colors can you make? Did they describe what they are making? Use, “I wonder why you
Evaluation Questions
are choosing…?”, “I wonder what would happen if…?”, and “Tell me more about your picture!” How can
Assessment:
these colors become friends? (This question should be at the easel as a provocation.)
Specific Skills: Fine motor development, color recognition, language
Teacher: Kalli
Other
Clear Drying Rack and Put Items into Mailboxes
Responsibilities:
1 STEM Table - 3 Activity: Popsicle Stick Towers
Reason Why I chose this activity because the children have developed a strong engagement with hands on science
Choosing This concepts. This activity will allow them to use their creativity and previous knowledge to explore new
Activity materials through playing.
Intent, Provocation, &
The children will: build structures and towers using popsicle sticks and model magic.
goal(s):
Materials/ Model Magic (Art Studio), Small Popsicle Sticks (Maker’s Space Shelf 34), Large Popsicle Sticks
Resources: (Maker’s Space Shelf 34)
The small popsicle sticks, large popsicle sticks, and model magic will be set out on the STEM table. A
few structures will be prebuilt in order to show the children examples of how to build their own. The
Detailed Set-Up:
different sized popsicle sticks will be used as the “base” and the model magic will be used as the
“joints.”
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2 children at a time.
Evaluation Questions Are the children engaged with the activity? What questions are the children asking? Do the children
Assessment: understand how to build their own structures?
Specific Skills: Fine motor skills, communication, and language
Teacher: Kalli
Other
Responsibilities:

1 Science/Nature - 4 Activity: Ramp with different fabrics

Reason Why I chose this activity because I wanted to do something different and fun for the children while also
Choosing This incorporating writing. This activity will allow them to explore the different types of fabrics and see what
Activity the friction is like and compare them. They will be comparing the friction by using a wooden block.
Intent, Provocation, & The children will: put different kinds of materials on the ramps and slide a block down it to compare the
goal(s): friction.
Materials/
Blocks (classroom), different kinds of fabric (LMR), sheets of paper (Hannah)
Resources:
Set the ramp up on the middle of the table. Have 3 of the sheets out on the table for them to write on.
Detailed Set-Up:
Place one sheet of fabric on the ramp along with the block on top of it.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 3 children at the table.
Evaluation Questions What happened after each trial with the different kinds of fabric? What fabric was easiest for the block
Assessment: to slide down? Hardest? Did anything surprise you?
Specific Skills: Fine motor, communication
Teacher: Hannah
Other
Responsibilities:
1 Sensory - 5 Activity: Playdough
We chose this activity because the children love partaking in hands-on explorations. We wanted to
Reason Why
have a sensory bin where they could do this, yet still have their developmental domains tested. One
Choosing This
teacher will be guiding the children to create numbers out of the playdough and help them create math
Activity
problems too.
Intent, Provocation, & The children will: explore and manipulate playdough and create numbers out of it while the teacher’s
goal(s): guide them to solve math problems.
Materials/
Playdough (made by Hannah and Kalli) (art studio)
Resources:
In each sensory bin there will be playdough. This is an option that children can do at free play or at the
Detailed Set-Up:
end of the day, if the teacher is OK with that.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children may only use their sensory box. Limit 3 children.
Evaluation Questions What numbers can they create with the playdough? Are they engaged in what the teachers are asking
Assessment: them to do or are they getting off track?
Specific Skills: Number recognition, communication
Teacher: Hannah
Other
Responsibilities:

1 Quiet
Activity: Games and Puzzles
Manipulatives - 6
Reason Why
I am choosing games and puzzles that will encourage the children to work on skills needed and to
Choosing This
begin challenging their thinking.
Activity
Intent, Provocation, &
The children will: engage in the activities while practicing problem-solving skills.
goal(s):
Alphabet Train Puzzle (RR Puzzle Rack Shelf 6), Numbers Puzzle (RR Puzzle Rack Shelf 6), Crayon
Materials/ Color Sorting Puzzle (RR Puzzle Rack Shelf 6), Small Dinosaurs (RR Cupboard 5, Shelf 6), Mosaic
Resources: Elephant Puzzle (RR Puzzle Rack Shelf 5), The Very Hungry Caterpillar Game (RR Cupboard 9, Shelf
3)
Place all items on the shelves (use baskets as needed for ease of use and for looking inviting) and then
Detailed Set-Up:
set out one or two things to get the children started.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2-3 children and encourage problem solving when sharing issues arise.
Evaluation Questions What are the children playing? Are they playing fairly or are there some conflicts? Are the children
Assessment: asking for other specific games that we can add tomorrow?
Specific Skills: Turning taking, sharing, finger dexterity, control, creativity
Teacher: Kalli
Other
Responsibilities:
1 Computers/
Activity: Listen to Native American Multicultural Music and A Treasury of All-Time Children’s Favorites
Music - 7
Reason Why
The music CDs will expose the children to other types of music as well as provide them with songs they
Choosing This
may already be familiar with.
Activity
Intent, Provocation, &
The children will: listen to the music in the background while working.
goal(s):
Materials/ Native American Multicultural Music CD (RR Music CD’s Drawer #30), A Treasury of All-Time
Resources: Children’s Favorites (RR Music CD’s Drawer #24)
Put a CD in each classroom in the CD players so they are ready to play when the children are at free
Detailed Set-Up:
play.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Keep it low so it’s not too distracting.
Evaluation Questions
Are the children noticing the music? Are they singing along?
Assessment:
Specific Skills: Music Appreciation
Teacher: Kalli
Other
Turn on the CD player at the beginning of free play.
Responsibilities:

2 Block Area - 8 Activity: Zoo animals and Wooden Blocks

Reason Why I chose these materials for the block area because the children have shown major interest in animals.
Choosing This By including their interests, they are more likely to participate in the activity as well as display social
Activity skills. They will work together to build a zoo for the animals.
Intent, Provocation, &
The children will: work cooperatively to use the materials and use problem solving skills while playing.
goal(s):
Classroom Blocks, Small Artic Animals (RR Cupboard 5, Shelf 6), Underwater Animals (RR Cupboard
Materials/
5, Shelf 5), Mini Farm Animals (RR Cupboard 5, Shelf 5), Large Jungle Animals (RR Cupboard 5, Shelf
Resources:
4), Mini Australian Animals (RR Cupboard 5, Shelf 5)
Set up an inviting scene with all the materials to get the children started. Place all excess items in
Detailed Set-Up:
baskets in the block area.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 3-4 children—focus on problem solving if sharing issues come up.
Evaluation Questions Are the children working together? Were there materials they were not interested in? Did the children
Assessment: request any materials to be added to the center?
Specific Skills: Sharing, taking turns, communication, fine motor skills
Teacher: Kalli
Other
Responsibilities:
2 Book Area and
Activity: Letter books, number books, storytelling, factual books, multicultural books, and more
Listening Station - 9
Reason Why We want the children to be engaged with the stories, but also learn from them. These books include a
Choosing This variety of learning skills as well as fun stories to go home and talk about. These stories will also add to
Activity our storytelling investigations.
Intent, Provocation, &
The children will: explore authors and illustrators, engage with books, and demonstrate how books
goal(s): work.
Materials/ Books from book list (library in LMR), Books on CD from RR: When a Dragon Moves In by Jodi Moore
Resources: (#118) and The Little Engine That Could by Watty Piper (#138).
Set out the books in the book area. Set two or three of them at the literacy table. Put the Books on CD
Detailed Set-Up:
at the listening station with sensory bottles next to each.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 3 children.
Evaluation Questions What books are the children drawn to? Are they showing understanding of how a book works? Are they
Assessment: showing an understanding of the stories being read? Do the children request any other books?
Specific Skills: Social, communication, and language skills.
Teacher: Hannah
Other
Responsibilities:

2 Writing Area - 10 Activity: Writing sight words on whiteboards

We chose this activity because the children like the whiteboards and markers and even though we use
Reason Why them quite a bit, we noticed that they were drawn to the writing table last time whiteboards and markers
Choosing This were involved. Some of the individual goals we have for the children for literacy include identifying and
Activity writing sight words, so the pancake letters will help promote that by creating different words with them
and having the children sound them out and practice writing them.
Intent, Provocation, &
The children will: sound out and write sight words using the whiteboards and markers.
goal(s):
Materials/
Pancake Letters (RR cabinet 9, shelf 2), whiteboards and markers (teacher prep space)
Resources:
The pancake letters will be arranged by having different sight words on the table for children to see and
get them started with the activity. Teachers will help them sound out words and create new ones for
Detailed Set-Up:
them once they are finished with previous ones. The children will write the sight words on the
whiteboards using the markers.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Limit 2 children. One teacher should be helping the children at this center with spelling and sounding
Guidance Limits:
out sight words.
Evaluation Questions
Are the children engaged with this activity? When writing, are the children using correct formations?
Assessment:
Specific Skills: Letter formations and recognition, fine motor development
Teacher: Hannah
Other
Responsibilities:
2 Dramatic Play - 11 Activity: Fire Station
Reason Why I chose this activity in conjunction with the afternoon group. We thought collectively that our children
Choosing This would have interest in a Fire Station theme and incorporating storytelling aspects into play. This is a fun
Activity and exciting way to encourage role taking and theme.
Intent, Provocation, & The children will: take the roles of firefighters and other fire workers. They will use the different props to
goal(s): use their imaginations and story tell.
Materials/
Fire Station Prop Box (RR Cupboard 1, Shelf 5)
Resources:
The different wood furniture already in the classroom will be utilized in the dramatic play area. Fire
Detailed Set-Up: station props will be included within the area for the children to use. The children will be encouraged to
use the props in order to enhance play.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 3 children.
Evaluation Questions Are they engaged in storytelling? Do they like the props provided? What could be added for them to be
Assessment: more interactive with this environment? Are they collaboratively playing?
Specific Skills: Social skills, communication, language
Teacher: Kalli
Other
Responsibilities:

2 Light Table - 12 Activity: Duplos and Dinosaurs

We chose this activity because some of the children have asked for more dinosaur related activities.
Reason Why
We also know that some of the children love building, so we wanted to put the two together. This
Choosing This
activity also goes along with our storytelling investigations by building settings for the characters which
Activity
would be the dinosaurs.
Intent, Provocation, & The children will: use their fine motor skills and creativity to create houses, buildings, etc. for the paper
goal(s): dinosaurs.
Materials/
Light Up Duplos (shelf 3, cube 3), Transparent Paper Dinosaurs (shelf 2, cube 2)
Resources:
Use the Duplos to create an inviting setting. Build a house, building, etc. and place the paper dinosaurs
Detailed Set-Up:
either in the building or surrounding it.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2-3 children.
Evaluation Questions
Are the children enjoying the activity? Are they asking for other materials?
Assessment:
Specific Skills: Fine motor development, creativity
Teacher: Hannah
Other
Responsibilities:
2 Math Table - 13 Activity: Adding and Subtracting
Reason Why We chose this activity because we feel that it’s important for the children to practice simple adding and
Choosing This subtracting. We’ve done a lot of activities with number formations, so we want the focus to be strictly on
Activity the math portion. We added manipulatives to this activity so that adding and subtracting is fun for them.
Intent, Provocation, &
The children will: practice adding and subtracting using the dinosaurs to help them visualize each
goal(s): problem.
Materials/ Sorting Dinosaurs (RR cabinet 10, shelf 3), 2 blank sheets with one having a plus sign in the middle of
Resources: it, and one having a minus sign in the middle of it (Hannah)
Place the sorting dinosaurs in a basket in the middle of the table. Place each of the adding and
Detailed Set-Up: subtracting papers on either side of the table and set up dinosaurs on each piece of paper to get them
started.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2-3 children. One teacher should be helping them add and subtract.
Evaluation Questions Are the sorting dinosaurs helping the children realize how math problems work? Are they engaged with
Assessment: the activity?
Specific Skills: Fine motor skills, basic math skills
Teacher: Hannah
Other
Responsibilities:

1 Outside
Activity: Shovels, hula hoops, trucks, strider bikes and scooters
Playground - 14
Reason Why
We chose this activity because it works the children’s large motor development and gets out any extra
Choosing This
energy they have before large group time.
Activity
Intent, Provocation, &
The children will: engage in gross motor activities and cooperative play.
goal(s):
Materials/
Shovels, trucks, hula hoops, and buckets from our playhouse storage shed.
Resources:
Set out some of the shovels, scoops and trucks. Remember to only use the shovels, scoops, etc. from
Detailed Set-Up:
our playhouse. If there is no snow or ice, the strider bikes and scooters can be taken out of the sheds.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Use the guidance limits for outside time.
Evaluation Questions Are the children engaging in gross motor activities? If so, which ones? Did the children request any
Assessment: new items for next time? What specific skills are the children using?
Specific Skills: Upper arm strength, coordination, agility, lower leg strength, running, communication
Teacher: Hannah
Other Safety Checklist, Rainy-Day Set-up if needed, uncover sand area if needed, and do cleaning routine at
Responsibilities: the end of play on the playground.
2 Outside Grassy
Activity: Follow the Leader, Tag, Catch
Area - 15
Reason Why
We wanted to have a variety of activities that keep the children engaged and allows them to work on
Choosing This
their large motor movements.
Activity
Intent, Provocation, &
The children will: play the games as a group while outside.
goal(s):
Materials/
Balls (Large Motor Room)
Resources:
Lay out the balls on the grassy area. Initiate follow the leader and tag through verbal prompts and
Detailed Set-Up:
participate with the children. Write down information and take pictures while completing these activities.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: All children should be engaged.
Evaluation Questions What were the children successful at completing as far as large motor skills? What did they have
Assessment: difficulty with? Are there any games the children have requested to play?
Specific Skills: Large motor skills, coordination, balance, following directions
Teacher: Kalli
Other
Spray/wipe all materials used before coming inside
Responsibilities:

Welcome Group
Activity: Welcome, beginning of the day message, and song
Times - 16
Reason Why
Group times help to create a classroom culture as well as give us a chance to get to know each other
Choosing This
better. It also helps to incorporate skills in a real way (questions on the beginning of the day message.)
Activity
Intent, Provocation, &
The children will: participate by following along and joining in by singing songs.
goal(s):
Materials/
White board message, mindfulness bells, song bucket, and pointers (All in group time bucket)
Resources:
Detailed Set-Up, Place all items in the group time area. Welcome the children, discuss the day—state what they must
Activity Introduction, choose from in the classroom. Then go through the morning message: Hello preschoolers, Today is
& questions or Monday, March 29th (etc). We are very happy to have you here and we are going to have a lot of fun
comments to provoke today! Sing a song from the song bucket at the end of group time.
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Remind the children to sit on their bottoms and have their hands in their laps—no “W” sitting!
Evaluation Questions Are the children listening? Are they participating? Are there conflicts with certain children sitting next to
Assessment: each other?
Specific Skills: Following directions, name, letter, and number
Other Whiteboard message, question of the day (if using this), record fire number, check to make sure all
Responsibilities: areas are completed before opening the door.
1 Monday Literacy
Activity: The Family Book by Todd Parr
Group Time - 17
Reason Why
I wanted to read a book that showed children that no matter what their family looks like, their family is
Choosing This
unique and special in their own way.
Activity
Intent, Provocation,
The children will: be engaged in the story and the activity that takes place afterward.
& goal(s):
Materials/
The Family Book by Todd Parr (LMR Library), paper (art studio), pencil boxes (art studio)
Resources:
Detailed Set-Up,
Activity
Put all the materials in the group time area. Read the story and discuss the children’s family. (Who makes
Introduction, &
up each child’s family including pets as well). Hand out a piece of paper to each child and have them
questions or
draw their families using materials from their pencil boxes.
comments to
provoke learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
All the children are engaged and participate in the discussion and activity—sitting on their bottoms and
Guidance Limits:
hands in their laps.
Evaluation
Questions Are the children listening? Are they participating in the discussion? Did they enjoy the activity?
Assessment:
Specific Skills: Fine motor skills, following directions, listening skills, social and communication skills

1 Tuesday
Literacy Group Activity: Inside a Barn in the Country by Alyssa Satin Capucilli
Time - 18
Reason Why
I chose this activity because the children love animals, and this would be a fun book to read and then
Choosing This
discuss animals that they want to talk about.
Activity
Intent, Provocation,
The children will: be engaged in the story and the activity that takes place afterward.
& goal(s):
Materials/ Inside a Barn in the Country by Alyssa Satin Capucilli (LMR library), paper (art studio), pencil boxes (art
Resources: studio)
Detailed Set-Up,
Activity
Introduction, & Put all materials in the group time area. Read the story and discuss the animals in the book, then have
questions or the children either draw animals in the story, or animals of their choice.
comments to
provoke learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
All the children are engaged and participate in the discussion and activity—sitting on their bottoms and
Guidance Limits:
hands in their laps.
Evaluation
Questions Are the children listening? Are they participating in the discussion? Did they enjoy the activity?
Assessment:
Specific Skills: Fine motor skills, following directions, listening skills, social and communication skills
1 Wednesday
Literacy Group Time Activity: How Do I Love You? By Leslie Kimmelman
- 19
Reason Why I chose this activity because I feel like it’s important for the children to know that they are loved by their
Choosing This family and friends. I wanted to have a discussion with them on the different ways their family shows
Activity them they love them, and how they also show their family they love them.
Intent, Provocation, &
The children will: be engaged in the story and the activity that takes place afterward.
goal(s):
Materials/
How Do I Love You? By Leslie Kimmelman (LMR library)
Resources:
Detailed Set-Up,
Activity Introduction, Put all materials in the group time area. Read the story and discuss different ways their families show
& questions or them they love them, and different ways that the children show their families they love them back. The
comments to provoke teacher will write on the white board and make a list that the children come up with.
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
All the children are engaged and participate in the discussion—sitting on their bottoms and hands in
Guidance Limits:
their laps.
Evaluation Questions
Are the children engaged in the discussion? Are they paying attention during the story?
Assessment:
Specific Skills: Communication and social skills, listening, following directions

1 Thursday Literacy
Activity: Curious George Makes Pancakes by H. A. Rey
Group Time - 20
I chose this activity because I loved Curious George books when I was younger and thought it would be
fun bringing it back! My group of children always pretend they are monkeys, so I thought reading a
Reason Why
book about monkeys would allow them to use their imaginations even further. We will then have a
Choosing This
discussion afterward about what they are curious about. Children are always asking questions and
Activity
wondering different things about the world around them, so I think having a discussion about different
curiosities of theirs would be beneficial for them.
Intent, Provocation, &
The children will: be engaged in the story and the discussion that takes place afterward.
goal(s):
Materials/
Curious George Makes Pancakes by H. A. Rey (LMR library)
Resources:
Detailed Set-Up,
Activity Introduction,
Put all the materials in the group time area. Read the story and discuss what they are curious about
& questions or
while making a list on the group time whiteboard.
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
All the children are engaged and participate in the discussion—sitting on their bottoms and hands in
Guidance Limits:
their laps.
Evaluation Questions Are the children listening? Are the children engaged in the story? Did the children participate in the
Assessment: discussion?
Specific Skills: Listening skills, following directions, social skills, communication skills
2 Monday Literacy
Activity: Feelings by Joanna Brisson Murphy
Group Time - 21
Reason Why I chose this book and activity because the children need emotional development activities within the
Choosing This classroom. This book goes through particular feelings and how they each affect you. Emotional
Activity regulation is important for the children to understand and be able to express.
Intent, Provocation, & The children will: listen to the story and be engaged in the discussion. Each child will participate and
goal(s): add something to our activity.
Materials/
Feelings by Joanna Brisson Murphy (LMR Library)
Resources:
Detailed Set-Up,
Put all materials in the group time area. Read the story and have each child think about the different
Activity Introduction,
emotions they feel during. After the book is read, make a list on the whiteboard of the different feelings
& questions or
discussed. From this list, have the children tell you things that could impact this feeling. (For example:
comments to provoke
Sad, I fell on the ground and hurt my knee.)
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: All children are participating.
Evaluation Questions Did the children participate in the activity? Did they enjoy the activity? Do they understand the concept
Assessment: of feelings as well as emotional regulation?
Specific Skills: Communication, language, emotional development

2 Tuesday Literacy
Activity: Paddington by Michael Bond
Group Time - 22
Reason Why I chose this activity because it is a classic storytelling book. Our group has been working hard on
Choosing This investigations, and I wanted to add even more storytelling aspects to literacy time. This book will allow
Activity the children to identify characters, plot, theme, etc. as well as do some of their own storytelling.
Intent, Provocation, & The children will: listen to the story and be engaged in the discussion. Each child will participate and
goal(s): add something to our activity.
Materials/
Paddington by Michael Bond (LMR Library)
Resources:
Detailed Set-Up, Put all materials in the group time area. Read the story and have the children consider the different
Activity Introduction,
storytelling aspects we have previously learned. After the book is read, discuss these components.
& questions or Additionally, have the children create a new adventure Paddington could have had in this story. This
comments to provoke will allow the children to use their creativity and knowledge about storytelling to add their own version
learning: into the book.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: All children are participating.
Evaluation Questions Did the children participate in the activity? Did they enjoy the activity? Did the children remember the
Assessment: different aspects of storytelling? Were they able to offer new ideas to the group?
Specific Skills: Communication, language, listening
2 Wednesday
Literacy Group Time Activity: Anh’s Anger by Gail Silver
- 23
I chose this book because it focused on the feeling of anger. This book will build off the previous weeks
Reason Why
discussion of emotional development as well as provide different problems and solutions. Anger is a
Choosing This
common feeling that accompanies frustration sometimes within the classroom. I think that this activity
Activity
and book will provide different ways to acknowledge this feeling.
Intent, Provocation, & The children will: listen to the story and be engaged in the discussion. Each child will participate and
goal(s): add something to our activity.
Materials/
Anh’s Anger by Gail Silver (LMR Library)
Resources:
Detailed Set-Up,
Activity Introduction, Put all materials in the group time area. Read the story and have the children think about the feeling of
& questions or “anger.” After the book is read, discuss that feeling angry is sometimes okay as long as we regulate this
comments to provoke emotion. Also discuss different outlets for anger as well as how to solve this feeling.
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: All children are participating.
Evaluation Questions Did the children participate in the activity? Did they enjoy the activity? Do they understand the concept
Assessment: of feelings as well as emotional regulation? Were they able to think of new outlets for anger?
Specific Skills: Communication, language, emotional development

2 Thursday Literacy
Activity: Dear Mr. Blueberry by Simon James
Group Time - 24
Reason Why I chose this book and activity because I wanted the children to communicate in a different way. I also
Choosing This wanted the children to continue practicing writing uppercase and lowercase letters with the correct
Activity pencil grips.
Intent, Provocation, & The children will: listen to the story and participate throughout. They will also write their own letters to
goal(s): anyone they would like
Materials/
Dear Mr. Blueberry by Simon James (LMR Library), White Paper (Art Studio), Pencils (Pencil Boxes)
Resources:
Detailed Set-Up,
Put all materials in the group time area. Read the story and have the children participate throughout.
Activity Introduction,
After the book is read, have each child write their own letter to their person of choice. Encourage them
& questions or
to write their name, a message, and a picture within the letter. Instead of writing for them, help them
comments to provoke
spell and have them correctly write these letters.
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: All children are participating.
Evaluation Questions Did the children participate in the activity? Did they enjoy the activity? Were the children able to write
Assessment: their own letters? Did they grasp their pencil correctly?
Specific Skills: Fine motor skills, communication, listening, literacy, writing
1 Small Group
Activity: Snap Together Letters
Activity 1 - 25
Reason Why We chose this activity because children are working toward their final goals. With the snap together
Choosing This letters, children will be able to spell out simple CVC words and have the option to write them out
Activity themselves if they choose to do so.
Intent, Provocation, & The children will: use the snap together letters to come up with CVC words and then write them out
goal(s): afterwards.
Materials/
Snap Together Letters (RR Cabinet 9, shelf 3), whiteboards and markers (teacher prep space)
Resources:
Detailed Set-Up,
Activity Introduction, Put the snap together letters in the middle of the table and first see what the children come up with on
& questions or their own. If they need guidance or are struggling, a teacher will help them out. When the children have
comments to provoke CVC words spelled out, they will write them on the whiteboards.
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Small group—the children must stay at the group until their parents come to pick them up.
Evaluation Questions Are the children spelling different words? Can the children identify the letter sounds to go with each
Assessment: letter? Are they able to sound out words when the letters are put together?
Specific Skills: Letter recognition, letter sounds, fine motor skills

1 Small Group
Activity: Jenga
Activity 2 - 26
We chose this activity because all our other snack buckets have to do with their goals, which is great,
Reason Why
but we wanted to throw in one game for them to rest their minds for at least one day out of the two
Choosing This
weeks we have our lesson plan in action. We also haven’t played Jenga, so I think this game will be a
Activity
lot of fun to play!
Intent, Provocation, &
The children will: play Jenga.
goal(s):
Materials/
Jenga (RR cabinet 10 shelf 6)
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or Place Jenga in the middle of the table and play.
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Small group—the children must stay at the group until their parents come to pick them up.
Evaluation Questions
Are the children engaged in the game? Are they taking turns?
Assessment:
Specific Skills: Turn taking, fine motor skills, communication
1 Small Group
Activity: Creating Math Problems using Playing Cards
Activity 3 - 27
Reason Why
We chose this activity because we thought this would be an interesting way to create math problems
Choosing This
using playing cards.
Activity
Intent, Provocation, &
The children will: solve addition and subtraction problems using playing cards.
goal(s):
Materials/
Playing Cards (RR cabinet 10, shelf 3)
Resources:
Detailed Set-Up,
Activity Introduction, Have the teacher be in control of the deck of cards and randomly pull out 2 different cards to form a
& questions or math equation. Once you do that, help the children visualize it if they are struggling by using your
comments to provoke fingers.
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Small group—the children must stay at the group until their parents come to pick them up.
Evaluation Questions
Are the children understanding the math problems? Are they engaged in the activity?
Assessment:
Specific Skills: Counting, adding and subtracting

1 Small Group
Activity: Clown Counting and Patterns
Activity 4 - 28
Reason Why We chose this activity because as we’re working towards goals, we wanted to make sure there was a
Choosing This lot more math opportunities for the children. By using the clown counters, children can make patterns or
Activity work on math problems.
Intent, Provocation, &
The children will: use the clown counters to make patterns and work on math problems.
goal(s):
Materials/
Clown Counting and Patterns (RR cabinet 10, shelf 3)
Resources:
Detailed Set-Up,
Activity Introduction,
Place the clown counters in the middle of the table. Guide children with math equations or help them
& questions or
with creating patterns, if needed.
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Small group—the children must stay at the group until their parents come to pick them up.
Evaluation Questions
Are the children engaged in the activity? Are they getting off task? Are they making patterns?
Assessment:
Specific Skills: Counting, one-to-one correspondence, fine motor skills, pattern creation and recognition
2 Small Group
Activity: Numbers Floor Puzzle
Activity 1 - 29
Reason Why
I chose this activity because many of the children have goals to count, write, and recognize numbers.
Choosing This
This puzzle will allow the children to practice number recognition and one-to-one correspondence.
Activity
Intent, Provocation, & The children will: work individually or as a group to recognize numbers in order to correctly match
goal(s): puzzle pieces together.
Materials/
Numbers Floor Puzzle (RR Cupboard 14, Shelf 4)
Resources:
Detailed Set-Up,
The numbers floor puzzle will be put into the bucket and set aside for snack time. Start by directing the
Activity Introduction,
children where to go for their small group activities and have them sit. Set out the floor puzzle and have
& questions or
the children work together to start. When the puzzle is complete, have them count the numbers and
comments to provoke
objects on the completed puzzles image.
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Small group—the children must stay at the group until their parents come to pick them up.
Evaluation Questions Can the children recognize the numbers on the puzzle? Are they able to use one-to-one
Assessment: correspondence? Who struggled? Did they work cooperatively together?
Specific Skills: Number recognition, one-to-one correspondence

2 Small Group
Activity: Magnetic Numbers and Letters on Whiteboards
Activity 2 - 30
Reason Why I want the children to get comfortable spelling their names with correct uppercase and lowercase letters.
Choosing This I also want the children to continue letter recognition. For a challenge, beginning sight words can be
Activity spelled.
Intent, Provocation, &
The children will: use the magnetic letters to spell their name as well as beginning sight words.
goal(s):
Materials/ Small Magnetic Numbers and Letters (RR Cupboard 8, Shelf 1), Magnetic Whiteboards (Teacher Prep
Resources: Space)
Detailed Set-Up,
Magnetic letters and whiteboards will be put into the bucket and set aside for after snack time. Start by
Activity Introduction,
directing the children where to go for their small group activities and have them sit. Set out the tub of
& questions or
magnetic letters and guide children to find letters in their name to start. After spelling their names, work
comments to provoke
on other familiar and unfamiliar letters while moving into beginning sight words.
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Small group—the children must stay at the group until their parents come to pick them up.
Evaluation Questions Can the children identify the letters in their name? What other letters are they familiar with? Did they
Assessment: follow beginning sight words? Who struggled? Did they work cooperatively together?
Specific Skills: Letter recognition, name recognition, communication, and language
2 Small Group
Activity: Rhyming Sounds Cards
Activity 3 - 31
Reason Why I chose this activity to start incorporating rhyming words into the children’s vocabulary. Since we have
Choosing This been working with letter recognition so frequently, this will allow a challenge for the children as they
Activity sound out the word.
Intent, Provocation, &
The children will: match the rhyming sounds cards.
goal(s):
Materials/
Rhyming Sounds Match-Ups (RR Cupboard 9, Shelf 2)
Resources:
Detailed Set-Up,
Activity Introduction, The rhyming sounds cards will be put into the bucket and set aside for after snack time. Start by
& questions or directing the children where to go for their small group activities and have them sit. Set out the rhyming
comments to provoke sounds cards and assist the children to match rhyming words.
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Small group—the children must stay at the group until their parents come to pick them up.
Evaluation Questions
Were the children engaged when going through the cards? Did they struggle with taking turns?
Assessment:
Specific Skills: Listening, following directions, communication, language

2 Small Group
Activity: Constructing Letters
Activity 4 - 32
Reason Why
Choosing This I chose this activity to continue letter recognition, spelling names, and spelling simple CVC words.
Activity
Intent, Provocation, &
The children will: use the construction letters to spell their names and simple CVC words.
goal(s):
Materials/
Constructing Letters (RR Cupboard 8, Shelf 2)
Resources:
Detailed Set-Up,
Activity Introduction, The constructing letters activity will be put into the bucket and set aside for after snack time. Start by
& questions or directing the children where to go for their small group activities and have them sit. Set construction
comments to provoke letters and assist the children to spell their names and simple CVC words.
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Small group—the children must stay at the group until their parents come to pick them up.
Evaluation Questions Can the children identify the different letters? Are they able to spell their names? Are they enjoying the
Assessment: activity? Who struggled?
Specific Skills: Letter recognition, following directions, communication, language
Special Plans - 33 Activity: NONE FOR THIS WEEK
Reason Why
Choosing This
Activity
Intent, Provocation, &
The children will:
goal(s):
Materials/
Resources:
Detailed Set-Up:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
Assessment:
Specific Skills:

Activity: Obstacle course in the hallways by the toddler room, Yoga in the classroom (yoga cards or
Rainy Day - 34
alpha breaths), and GoNoodle dances.
Reason Why
These activities will be a great way for the children to get their bodies moving and burn energy, which
Choosing This
the yoga will still help them stay focused and calm before group time.
Activity
Intent, Provocation, & The children will: partake in large motor activities in the classroom and in the ballroom in get exercise.
goal(s): The children will also participate and copy the yoga movements.
Alpha breaths cards (classroom group time bucket), yoga cards (classroom group time bucket), Go
Noodle videos (iPad)
Materials/ Links for Go Noodle:
Resources: https://www.youtube.com/watch?v=KhfkYzUwYFk
https://www.youtube.com/watch?v=Jr8l8PWqZis
https://www.youtube.com/watch?v=H9IO6a3yGjM
Grab the yoga and alpha breaths cards. For both yoga and GoNoodle dancing, make a large space in
Detailed Set-Up: the classroom and spread the children out so they don’t bump into each other. Do not have them do
actions on the steps.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Make sure children are doing them correctly and not bumping into each other or other furniture.
Evaluation Questions
Which yoga poses/ dance moves were more difficult? Easier? Favorite?
Assessment:
Specific Skills: Movement, coordination, balance, endurance
 Book List
Title Author
Storybooks
A Grouchy Ladybug Eric Carle
I’m a Dirty Dinosaur Janeen Brian & Ann James
Tell Me Again About the Night I was Born Jamie Lee Curtis
Splat the Cat Rob Scotton
Nana Upstairs & Nanny Downstairs Tomie dePaola
Look at Kindergarten, Here I Come! Nancy Carlson
Froggy’s Baby Sister Johnathan London
I Love it When You Smile Sam McBratney
The Snowy Day Ezra Jack Keats
Skippyjon Jones in the Dog House Judy Schachner
The Diggers Margaret Wise Brown
Secrets of the Apple Tree Carron Brown
Pajama Pirates Andrew Kramer

Factual Books
Firefighters A to Z Chris L. Demarest
The Best Book of Ponies Jackie Budd
Dinosaurs Pop-Up Book NO AUTHOR, (Grandreams)
Me and My Senses Annette Cable
Construction Sally Sutton
Space Mysteries Katherine Kenah
Butterflies: A First Discovery Book Gallimard Jeunesse
Weather: A First Discovery Book Gallimard Jeunesse
Lizards Carolyn MacLulich

Rhyming Books/Alphabet Books

Eating the Alphabet: Fruits and Vegetables from A to Z Lois Ehlert
Chicka Chicka Boom Boom Bill Martin, Jr.
Dr. Seuss’s ABC Dr. Seuss
Alphabet NO AUTHOR, (HTS Books)
Dancing Dinos Go to School Sally Lucas
The Goodnight Train June Sobel
Find Your ABC’s Richard Scarry’s
Alphabatics Suse MacDonald
Two Feet Up, Two Feet Down Pamela Love

Wordless or easy reader books

A Ball for Daisy Chris Raschka
Why Are You So Mean to Me? Deborah Hautzig
I’m not Ready! Johnathan Allen
Yo! Yes? Chris Raschka
Pizza Party! Grace Maccarone

Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)

Seasons of the Circle Joseph Bruchac
The Legend of the Indian Paintbrush Tomie dePaola
My Arabic Words Book Siddiqa Juma
Ruby’s Wish Shirin Yim Bridges
Look Alikes Around the World Joan Steiner
 Books for Listening Station
When a Dragon Moves In Jodi Moore
The Little Engine That Could Watty Piper

Other Items

Check that books are age appropriate and that you have some books for each section. Provide a variety of books
(friendship, content areas, empathy, related to investigations, etc.) Highlight the books you would like to keep for
next week.
 Multicultural Analysis for Integration of Diversity:

Plans for the week of March 29th- April 8th, 2021

Lead Teacher Kalli and Hannah
Age of Children 4 and 5-Year-Olds
Cultures represented in class American, South African, Oglala, Lakota,
Syrian, German, Norwegian, and Irish
Differing abilities represented in class Speech and various levels of
learning, different physical abilities

Cultural and Anti-bias materials:

We have multi-cultural markers, crayons, and paper available when needed. We also have
many different cultural books in the book area.

Families reflected in the environment:

We have family pictures in our room to represent their families in our space.

Music from Children’s Backgrounds:

We have the Native American Multicultural Music CD playing in the background.

Literature that reflects the children and families in the class:

There are many kinds of books on the bookshelf to represent different types of families.

Activities that reflect the children and families:

We will continue to work on our long-term investigations and find out where the children
would like to go with their investigations. Some of the stories during our storytelling
investigation have an emphasis on diversity and inclusion.

Group activities that have multicultural elements, anti-bias elements, or diversity elements:
We will be discussing families, friends, and other personal information at snack time as we
help prepare the children for kindergarten screening.

Others:

Not well integrated Middle Well integrated

Self-rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
 Weekly Ongoing Adjustments Form

Lead Teacher: Kalli and Hannah

Week of: March 29- April 8, 2021
Classroom: 4 & 5 Morning

Center Name Changes Why: Rationale Children’s Evaluation of Change

& Activity Responses
Laura’s 4 and 5 Morning Lab Fall 2020
Goals for the week of: March 29th- April 8th, 2021
Lead Teacher: Kalli and Hannah

Key Focus this week:

For these two weeks, we will use the knowledge and goals we have developed up to this point
to assess the children and continue to work on meeting their goals. We will take quotes and
observations made while the children participate in their investigations and dive into more
detailed aspects of their investigation topics, while putting together their investigation books.
We will also help in continuing to prepare the children for kindergarten screening.

Additional class goals or areas for assessment:

Social: The children will feel confident in themselves and their abilities and begin to share more
during large and small group times. The children will continue to problem solve with one
another and share without assistance from teachers.

Emotional: The children will continue to understand their own emotions and know how to apply
their continued learning about emotional regulation to calm themselves down. The children will
discuss the emotional components of their large group stories and use what they have learned
about emotional regulation and apply it to helping their peers.

Mathematics: The children will exhibit their abilities through adding and subtracting, pattern
formation, grouping, one-to-one correspondence and counting with the counting bears and
dinosaurs as well as the links. With that, the children will show their number formation and
recognition abilities through tracing the numbers at the math table.

Communication and Language: The children will exhibit their skills during small and large group
times as well as other moments during play. Teachers will collect information while conversing
throughout the day.

Reading and Literacy: The children will exhibit their skills through following along with literacy
stories and partaking in the activities and discussions associated with them. With that, the
children will continue to expand their learning about books through our storytelling
investigations. The children will also demonstrate their understanding their skills through
writing CVC words at the writing table, writing what they see during each trial at the science
table, and reading during group time each day.

Science and Inquiry: The children will explore different fabric materials and see what one has
more friction when placing a block on top of it and rolling it down at the science table, painting
with bugs, and using dinosaurs as counters for math.

Fine Motor: The children will exhibit their fine motor skills through writing CVC words at the
writing table, creating characters at the art table, painting with bugs at the art easel, sliding
wooden blocks down the ramp at the science table, manipulating playdough in their sensory
bins, manipulating puzzles and other quiet manipulatives, and creating houses for dinosaurs at
the light table.
Gross Motor: The children will increase their coordination and endurance with physical activity
outside on the grassy area and playground. They will use shovels and play games. The children
will also participate in GoNoodle dance videos during cold or rainy days.

Staff Goals:

Teachers use parents’ names while interacting during drop off and pick-up times and continue
to build relationships.

Teachers will apply the knowledge they have about their group of children and use it to pick
final investigation topics.

Teachers will continue to guide the assistant teachers and help them feel more comfortable in
the classroom.

Teachers will continue easing into taking over the roles as being lead teachers and grow
confident in leading group times.

Individual Child Goals:

All children will feel confident to begin exploring the classroom more and trying new centers or
activities that they initially would not gravitate towards.

All children will be vocal about their interests, likes, and dislikes as they begin investigations so
that teachers know which direction to take them.

All children will develop skills to problem solve as they begin to experience disputes with other
children.

All children begin cleaning up when the “clean up song” begins to play.