creative_curriculum_touring_guide.pdf

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1 The Creative Curriculum for Preschool

2 The Evolution of The Creative Curriculum for Preschool

4 Product Map

6 Overview 8 How The Creative Curriculum Works 10 The Creative Curriculum Objectives for Development & Learning

12 How Curriculum and Assessment Are Linked

14 The Creative Curriculum and the Common Core State Standards

16 Curriculum Components

18 The Creative Curriculum for Preschool: Foundation 20 The Creative Curriculum for Preschool: Daily Resources

20 Teaching Guides

22 Intentional Teaching Cards

24 Mighty Minutes

25 Childrens Book Collection

26 Book Discussion Cards

28 Professional Development

30 Family Connections

32 How the Curriculum Supports English Language Development

34 Sample Pages: Balls Study

36 Table of Contents 37 Why Investigate Balls?

38 Web of Investigations 40 At a Glance, Investigation 1

44 Day 1, Investigation 1

48 Day 1, Investigation 1: Book Discussion Card

52 Day 1, Investigation 1: Intentional Teaching Cards

58 Day 1, Investigation 1: Volume Excerpt

62 Day 1, Investigation 1: Mighty Minutes

64 Benets

Contents


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2002The Creative Curriculum , Fourth

Edition offers a comprehensiveupdate, resting on a rm foundation

of research and responding tonew requirements for addressing

academic content.

1978

The rst edition of The CreativeCurriculum is born self-publishedby Diane Trister Dodge and basedon using interest areas as a settingfor learning.

1976Room Arrangement as aTeaching Strategy was aprecursor to The CreativeCurriculum .

1988

The second edition of TheCreative Curriculum is published,

helping teachers organize theirrooms into interest areas and use

them effectively.

1992

The third edition of TheCreative Curriculum is

published , presenting forthe rst time our philosophy,

goals, and objectives forchildrens learning as well as

guidelines for teaching andworking with families.

Te Evolution of Te Creative Curriculum for PreschoolOver the years, Teaching Strategies has demonstrated our commitment to innovation byconsistently updating and expanding our offerings and engaging with educators to implement best

practices. In the last 25 years, our curriculum has evolved from a theory of room arrangement toa comprehensive collection of rich resources that offer moment-to-moment support. Every editionhas always incorporated the most current research on the best ways to help children thrive.


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Today The Creative Curriculum for Preschool combines the ve volumes from the FifthEdition (now known as The Foundation ) witha comprehensive collection of daily practice

resources (known as theDaily Resources

).

2010The fth edition of The CreativeCurriculum for Preschool includesve volumes that build teachersprofessional knowledge of bestpractices, including a volume onthe newly developed objectives fordevelopment and learning.

Teaching Strategiescelebrates 25 yearsas the leader in earlychildhood education.

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25 1 9 8 8

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Te Creative Curriculum for Preschool

The Creative Curriculum for Preschool is a comprehensive, research-based curriculumdesigned to help educators at all levels of experience plan and implement adevelopmentally appropriate, content-rich program for children with diversebackgrounds and skill levels.

Available as a complete English, Spanish, or bilingual curriculum

The Foundation

English, 5 Volumes

Spanish, 5 Volumes


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eBook Collection(30 English, 30 Spanish)

IntentionalTeaching Cards (201 bilingual cards)

Classroom and FamilyResources CD-ROM(bilingual)

Children's Book Collection142 Books and 8 Big Booksin English and Spanish.Complete listing atTeachingStrategies.com/ChildrensBooks.

Book Discussion Cards (22 English, 22 Spanish) 2011 TeachingStrategies, Inc. TeachingStrategies.com

Quhacer

El Currculo Creativo paraeducacin preescolar: Tarjetas deenseanza intencional

Preguntas para guiarsus observacionesHgase las siguientes preguntas al observaracadanio o nia:

Cules nmeros reconoci?

Pudo colocar un objeto por cadapunto?

Hastadnde pudo contar con lacorrespondenciauno auno?

Cmo determin lacantidad correctadeobjetos que hacan falta?

Cunto tiempo prest atencin aestaactividad?

AprendamosJugando

Juegos relacionadosEl arte de contar

Materiales: juego de tarjetas con cadanmero y el nombre impreso en un lado, p. ej., 3 y tres . Delotro lado,dibuje lacantidadcorrespondiente conpuntos grandes, p. ej.,lll ; botones u otrosobjetos pequeos

1. Invitealosniosaqueexplorenlastarjetasdenmeros.Mustreleselnmeroqueestenunladodelatarjeta.Dvueltaalatarjetaycuentelospuntosconellos.

2.Pidaalosniosquediganlosnmerosqueyasaben.

3. Animealosniosaqueusenlosdedos,botonesuotrosobjetosparacontarcadacantidad.

Estatarjetatiene el nmero 4. Vamos adarle vuelta.Puedes ponerle un botn acadapunto?

4. Continelaactividadmientraslosniossiganinteresados.Explquelesquelastarjetasdenmerosestarnenelreadejuegosyjuguetesparaquepuedanusarlasdurantelahoradeelegiractividades.

Para incluira todos los niosUse texturas en las tarjetas, p. ej. , puntosde Velcro . Use colores contrastantes

parael fondo de las tarjetas.

Use nmeros y puntos magnticos oen relieve paraque los nios puedanmanipularlos y palparlos.

Est atento alos indicios de que unnio o niadeseaparticipar, talescomo gestos, movimientosdel cuerpo yexpresiones faciales.**

Invite alos nios que aprenden unasegundalenguaaque cuenten tambinen su lenguamaterna.**

M04Juguetes y juegos

Objetivo 20Usaconceptos numricos y operaciones

Objetivos relacionados: 3, 7, 9, 11

Tarjetas de nmeros

AMARILLO Usetarjetasconlosnmerosdel1al3,concentrndoseenelladoconlospuntos.Presentelastarjetasunaporunaacadanioonia.Ofrezcalacantidadexactadeobjetosquesenecesitanparacadatarjeta.

Estatarjetatiene un punto. Puedes ponerle un botn al punto?

Ahoratenemos dos botones. Intentemos ponerle un botn acadapunto que veamos.

VERDE Muestreaunnioonialastarjetasdel1al5 ypdalequenombrelosnmerosqueconozca.

Aquhaycinco tarjetas con nmeros escritos en ellas. Ves algn nmero que conozcas?

Invteloaponerunobjetoencadapuntomientraslosvacontando.

Pongamos un botn en cadapunto. Puedes contarlos mientras lo hacemos?

VERDE Muestrelastarjetasdel1al5 conelnmerohaciaarriba.Pidaalniooniaquecuentedel1al5amedidaquesealacadatarjeta.Pdalequeelijaunatarjeta,digaelnmeroyledvueltaparaponerlacantidadcorrespondientedeobjetosenlospuntos.

Empecemos porcontarhasta5. Aqu tienes los nmeros del 1 al 5 mientras cuentas. Puedessealarel nmero 1?

Acul tarjetale vas aponerpiedritas primero?

AZUL

AZUL Mezclelastarjetasycolquelasenunapila.Pidaalniooniaqueelijaunatarjetayluegocuentehastaesenmero.Invteloacontarlosobjetosamedidaquevacolocandobotonessobrelatarjeta.

Elegiste latarjetacon el nmero 8.Puedes contar 8 cuentas paraponrselas?MORADO

MORADO Uselastarjetasdel1al20.Formegruposde10a20objetos.Pidaalnioo niaquecuenteyqueelijalatarjetadenmerosquecorrespondaalacantidaddeobjetosenelgrupo.

Cuntos objetos hayen este grupo? Puedes encontrarel nmero que corresponde aesta cantidadde objetos?

Formeungrupodemsde20objetos.Invitealniooniaa contarlosobjetosyaescribirelnmeroquerepresenteesacantidad.

Secuenciadeenseanza

IT _ at hematics_ atl_ p.ind d 4 8/2 5/11 1 0:4 8:49

English, 6 Teaching Guides

Spanish, 6 Teaching Guides

Resource Organizer

1 i tr t i , I . i t r t i . 2010 TeachingStrategies, Inc. TeachingStrategies.com

The Creative Curriculum for Preschool Book DiscussionCards Te Little RedHen05

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h t u l L it tl n h v s it h r f r i n s t l t t h m n s h

s i s i nt t h t t h y u l n th l h r ?

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t i f s su h s h t ,v t l s , n f r ui t h n t h y rr y t i

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sm ll No ones willing to help a hardworking hen as sheplants herwheat buteveryone wants the warm

breadshe makes later!See howthe hen teaches a trioof exceptionallylazybarnyardfriends thatgoodthingscome to those who helpout.

Curriculum Guide andGetting Started DVD(bilingual)

Daily Resources

N O W S O L D S E P AR AT E L Y !

Mighty Minutes (100 English, 100 Spanish)


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Individualized. Supportive. Effective.


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Curriculum Overview

What is Te Creative Curriculum for Preschool?

At Teaching Strategies we believe that the best way to help children

succeed is to teach them to be creative, condent thinkers. That

means offering them opportunities for hands-on exploration anddiscovery that help build lifelong critical thinking skills and foster

condence. The Creative Curriculum for Preschool provides teachers

with the content and tools needed to encourage and support every

type of learner and address all the important areas of learning.

Te Creative Curriculum for Preschoolis a comprehensive collection of knowledge-building anddaily practice resources that explains the what, why, and how of teaching. What and whyare explained in the ve curriculum volumes that compriseTe Foundation of the curriculum. Teycontain everything you need to know to build and implement a high-quality preschool program.How is provided by way of step-by-step guidance found in theDaily Resources . Tese includeeaching Guides and additional instructional tools that provide a wealth of ideas and detailed plansfor lling every day with meaningful and engaging experiences designed for all children. Specialsupport helps teachers individualize for English- and dual-language learners in the classroom. Whatsmore, the curriculum takes the guesswork out of meetingHead Start Child Development and Early

Learning Framework and early learning standards for each state.


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The C othes Study Investigating the Topic

AT A GlAnCE

Day 1 Day 2 Day 3 Day 4 Day 5 Make ime For

Interest Areas Art: clothing of different sizesand featuresComputer: ebook version ofGoldilocks and the Tree Bears

Blocks: standard measuringtools, e.g., rulers, yardsticks,measuring tapesComputer: ebook version ofGoldilocks and the Tree Bears

Library: props fromGoldilocks and the Tree Bears

Toys and Games: baby, child,and adult clothes; standard andnonstandard measuring toolsComputer: ebook version ofButton,Button, Whos Got the Button?

Art: materials to makethank-you notes

Outdoor ExperiencesMeasuring Tools

After introducing measuring tapes andrulers during large-group time, bring themoutside for the children to use.

Provide clipboards and pencils for thechildren to record measurements ofobjects.

Physical Fun

Intentional eaching Card P12,Exploring Pathways

Family Partnerships

Ask family members to bring in old babyclothes that their children wore as babies.

Invite families to access the ebooks,Goldilocks and the Tree Bears and Button,Button, Whos Got the Button?

Wow! Experiences

Day 3: A visit from a dad or othermale family member

Day 4: A visit from a family member with a baby

Question of the Day What do you know about thestoryGoldilocks and the TreeBears ?

Is the tag inside your shirtmarked with a numeral or theletterS, M , or L? (Have stickynotes available for answers.)

What shapes do you see onyour clothes?

What size clothes do you thinkbabies wear?

How many buttons do youhave on your clothes?

Large Group Song: Farmer in the DellDiscussion and SharedWriting: Exploring Sizes ofClothesMaterials: Mighty Minutes08, Clap the Missing Word;small article of clothing;small, medium, and large-shirts; digital camera

Rhyme: Riddle Dee DeeDiscussion and SharedWriting: Measurement oolsMaterials: Mighty Minutes04, Riddle Dee Dee; bag orbox with a variety of standardmeasurement tools

Game: Finding Shapes onClothing Discussion and SharedWriting: Looking at LargeClothesMaterials: Mighty Minutes20, I Can Make a Circle;shape cards; standard andnonstandard measuring tools;digital camera

Rhyme: Riddle Dee DeeDiscussion and Shared Writing:Baby VisitMaterials: Mighty Minutes 04,Riddle Dee Dee; a few samples ofbaby clothes; digital camera

Music: DrumsDiscussion and Shared Writing:How do clothes stay on ourbodies?Materials: drums; other objectsthat can be used as drums; shirtand pants with buttons

Read-Aloud Goldilocks and the Tree Bears Goldilocks and the Tree BearsMaterials: props to act outGoldilocks and the Tree Bears;Intentional eaching Card LL06,Dramatic Story Retelling

A Pocket for Corduroy Button, Button, Whos Got the Button? Te MittenBook Discussion Card 02(rst read-aloud)

Small Group Option 1: Play DoughIntentional eaching CardM15, Play Dough (See cardfor equipment, ingredients,and recipe.)Option 2: Biscuits

Intentional eaching CardM10, Biscuits (See card forequipment, ingredients, andrecipe.)

Option 1: Whats Missing?

Intentional eaching CardLL18, Whats Missing?;clothing collection; large pieceof paperOption 2: Memory Card Game

Intentional eaching CardLL08, Memory Games;a memory game or set ofduplicate pictures of clothing

Option 1: Bigger Than,Smaller Than, Equal To

Intentional eaching CardM09, Bigger Tan, SmallerTan, Equal o; buildingblocks; measuring toolsOption 2: Measure &Compare

Intentional eaching CardM12, Measure & Compare;clothing collection;nonstandard measuring tools

Option 1: Small, Medium, andLarge Book

Intentional eaching Card LL04,Bookmaking; paper; pencils orcrayons; binding materialsOption 2: Small, Medium, andLarge Computer Book

Intentional eaching Card LL02,Desktop Publishing; digitalcamera; computer; printer;bookbinding supplies; paper; eachchilds word bank

Option 1: Tallying Featuresof Clothing

Intentional eaching CardM06, allying; paper,clipboards, and pencilsOption 2: How Clothes Stayon Our Bodies

Intentional eaching CardM11, Graphing; clothingfasteners, e.g., zippers, Velcro,buttons, laces

Mighty Minutes Mighty Minutes 18, ImTinking Of

Mighty Minutes 20, I CanMake a Circle

Mighty Minutes 27, Diddle,Diddle, Dumpling

Mighty Minutes 74, Jack in theBox

Mighty Minutes 25, Freeze;dance music; letter cards

Investigation 1 What are the features of clothes?

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Where do we get our clothes?

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Day 1 Day 2 Day 3 Make ime For

InterestAreas ToysandGames: geoboards;geobands;shapecards

DramaticPlay: propsforsetting upaclothingstoreComputer: ebookversionof Button,Button,WhosGottheButton?

DramaticPlay: moreclothingstorepropsArt: materialstomakethank-you notes

Outdoor ExperiencesWeavingWall

Ifyouhaveaccess toachainlinkfenceorapieceoflattice,youcanuseittocreateaweavingwall.ielongs tripsoffabrictothefenceataheightthe

childrencanreach andinvite themtomovethefabricinandoutoftheopenspaces .

Family Partnerships Askfamiliestosend inpicturesof familymembersinworkclothes touseduring Investigation6,Whatspecialclothesdo peoplewearfor work?Inviteafamily memberwhowearsa uniformto

workanda familymemberwhouses costumesfor workorenjoymentto visittheclassroomduringInvestigation6,What specialclothesdopeople

wearforwork?

Wow!ExperiencesDay2:Asitevis ittoaclothings tore

Arra getovisita c othi gstoreduri gatimewhe thechi dre ca i terviewthema agerora emp oyee.

Question ofthe Day Wheredoyou getyourclothes? (Display choices,e.g.,store,older sibling,present.)

Howshouldwebehaveonourvis ittotheclothingstore?

Whatwasyour favoritepartofthe visittothestore?

Large Group Music: RhythmSticksDiscussionandSharedWriting: WhereandHowDoPeopleGet TeirClothes?Materials: rhythmsticks

Song: MightyMinutes23, Hi-Ho,theDerry-OhDiscussionandSharedWriting: PreparingforSiteVisitor VisitorMaterials: clipboards;pencils;IntentionaleachingCardSE01, SiteVisits

Music: RhythmStickPatternsDiscussionandSharedWriting: WhatOtherItemsDoWeNeed forOurStore?Materials: rhythmsticks;Mighty Minutes26,EchoClapping; MamaandPapa HaveaStore

Read-Aloud APocketfor Corduroy Button,Button,WhosGot theButton? ;afewsmall manipulativesforeachchild

SomethingFromNothing

Small Group Option1:RhymingRiddlesIntentional eachingCardLL11, RhymingRiddles;propsOption2:ClothesPoem

Intentional eachingCardLL10, RhymingChart;clothespoemthat rhymes

Option1:ShowMe Five

Intentional eachingCardM16, ShowMeFive;buttonsOption2:NurseryRhyme Count

Intentional eachingCardM13, Nursery RhymeCount;cottonballs; greenconstructionpaper

Option1:Sly Salamanders

Intentional eachingCardLL16, onguewisters

Option2:Same SoundSort

Intentional eachingCardLL12, SameSoundSort;itemsthatdoanddonots tart with S ;boxorbagfors torage

MightyMinutes MightyMinutes07, HippityHoppity,How Many?

M ig ht y Mi nu te s 24 , Di nk y Do o M ig ht y Mi nu te s 18 ,ImTinkingOf

AT A GlAnCE Investigation 5

eachingGuide_Clothes_ .indd 6 -69 0/ / 0 : : M

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TheC othesStudy Investigatingthe Topic

The Creative Curriculum for Preschool 61

Day 1 Day 2 Day 3 Make ime For

InterestAreas Discovery: fabric;magnifyingglasses;Intentional eachingCardLL45,ObservationalDrawing;clipboards;felt-tippens

Art: stripsofpaperforchildrentoweavein andoutofpaperor cardboard;preparedpaperforweavingLibrary: AbuelasWeave

Discovery: TeQuinceaera DramaticPlay: classloom(Seethedirectionsfor makingaloomthatareg ivenonthenextpage.)

Question ofthe Day Whatdoesthefabric onyourshirtfeel like?

Whatcomesnextin thepattern?(Displayasimplerepeatingpattern,suchasblue-red-blue-red.)

Whatcomesfromsheep?

Large Group Game: SortingOurselvesDiscussionandSharedWriting: HowIsClothMade?

Materials: TeQuinceaera ;piecesofwovenfabric

Movement: BodyWeaving DiscussionandSharedWriting: Weaving Materials: broomhandlesoryardsticks;crochetedorknittedclothingitemorblanket;magnifyingglasses

Song: Baa,Baa,BlackSheepDiscussionandSharedWriting: HowClothIsMadeMaterials: MightyMinutes29,Baa,Baa,Black Sheep;TeQuinceaera ;ap ieceofraw wool(ifavailable);class loom;ribbon

Read-Aloud TePaperBagPrincess But ton ,Button ,WhosGot theButton?

UncleNachosHat

Small Group Option1: PlayingWithPrintIntentional eachingCardLL23,PlayingWithEnvironmentalPrint;environmentalprint,e.g.,cerealboxes;logos;stop signsOption2:ShoppingTrip

Intentional eachingCardLL31,IWentShopping;environmentalprintfoundina grocerystore,e.g.,emptyproductcontainersorlabels;grocery bag

Option1:Geoboards

Intentional eachingCardM21,Geoboards;geoboards;bands;shapecardsOption2:ImThinkingofaShape

Intentional eachingCardM20,ImTinkingofa Shape;geometricsolids;emptycontainersshapedlikegeometricsolids

Option1:PlayDoughWeaving

Intentional eachingCardP02,PlayDoughWeaving;playdough;playdoughtoolsOption2:TwistedPretzels

Intentional eachingCardP03, wistedPretzels(Seecardfor equipment,ingredients,andrecipe.)

MightyMinutes MightyMinutes19,ISpy WithMyLittleEye

MightyMinutes29,Baa,Baa,BlackSheep

MightyMinutes21,Hully Gully,HowMany?

Investigation 4How is cloth made?

AT A GlAnCE

Howto Make aLoomUsealarge cardboardrectangleandmarkevery "onboth thetopandbottom.Make 1"cutsoneachof themarksyoumeasured,making surethatthebottommarks lineupperfectlywiththetopmarks(see pictureabove).Stringthewarporverticalyarns. ie alargeknot ontheend ofyourstringto holdthestringin place.Slidethestringintotherst slotandgentlypull untilknotissecure. Pullthestringtightlydownthecorrespondingslotonthebottom andinsertthestringintothis rstslot. ightlypullthestring upthebackand insertintothe secondtopslot,andthendownto thesecondbottomslot.Repeatprocedureuntilallslots arefull. ieoff thestringandtrimthe excess(seepicture).

Outdoor ExperiencesGoInandOut theWindows

Havethechildrenstandin acircleholdinghands,liftingthemupin theairto formwindows.Asyousing,inviteone childto weaveinandout thewindows(yourraisedarms).

PhysicalFun

Intentional eachingCardP10,JumpingRope

Family PartnershipsInformfamiliesthatthe classwillbeconductingaclothingdriveat theendofthestudy.Askthemto startcollectingclothingto

donate.Youmayalsowant toaska fewfamily memberstohelptake theclothestoa donationsiteafterthe clothingdrive.

Wow!ExperiencesDay1:A visitfromsomeonewho knitsorcrochets

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TheC othes Study Investigatingthe Topic

AT A GlAnCE

49

Day 1 Day 2 Day 3 Day 4 Day 5 Make ime For

InterestAreas Art: materialsfordesigningshirts:pencils,paper,stamps,stencils,rulers,markers

ToysandGames: fabricscrapscutinto piecestomatchorpatternArt: largepaperfor body tracings

Computer:ebookversionof TeQuinceaera

ToysandGames: geoboards;geobandsDramaticPlay: fabricpiecesthatcanbedraped ortiedto createclothesArt: largepaperfor bodytracing

Art: largepaperfor bodytracing Library: materialsforthank-younotes

ArtArea: fabricscraps;glueToysandGames: matchingfabricscraps

Outdoor ExperiencesFollowtheLeaderon aLine

Makelonglineswithmaskingtapeorsidewalkchalkoutside.

Leadagame offollowthe leader,havingchildren movein differentwaysalongdifferentlines, e.g.,skipon thecurvedline,hoponthes traightline,andgalloponthezigzagline.

Invitechildrento taketurnsleading.

PhysicalFun

Intentional eachingCard P09,UpandAway.

Family PartnershipsInviteafamily memberwhoknitsorcrochetsto visittheclass duringInvestigation4,How isclothmade?

Invitefamiliesto accesstheebook,TeQuinceaera.

Wow!ExperiencesDay3:Avis itfromsomeonewhosews

Question ofthe Day Whatiswritten onyourclothes:words,numbers, ornothing?

Doyouthinkwecanwemakeclothes?

Whatcolorsmix togethertomakegreen?

Whichfabricpattern doyou likebest?(Displaydifferent fabricpatterns.)

Whatkindof clotheswillyoudesigntoday?

Large Group Game: SortbyShirt DesignDiscussionandSharedWriting: DesigningClothes(showsketchin TeQuinceaera )Materials: digitalcamera;TeQuinceaera

Book: TeQuinceaera DiscussionandSharedWriting: DoYouTink WeCanMake Clothes?Materials: TeQuinceaera

Movement: MakingShapes WithScarvesDiscussionandShared Writing:VisitorWhoSewsMaterials: scarves;shapecards;music;digitalcamera

Movement: BodyLinesDiscussionandShared Writing:TinkingAbout LinesMaterials: MightyMinutes 09,Writingin theAir

Book: SomethingFromNothing DiscussionandShared Writing:UsingFabricPieces toMakeClothesMaterials: SomethingFromNothing ; APocket forCorduroy;fabricscraps

Read-Aloud TeGirlWhoWore ooMuchBookDiscussionCard 03(rstread-aloud)

S o me t h in g F ro m N ot h i ng Te G i rl W h o Wo r eo o M uc hBookDiscussionCard 03(secondread-aloud)

AbuelasWeave TeGirlWho Wore ooMuchBookDiscussionCard 03(thirdread-aloud)

Small Group Option1:PatternsonClothing

Intentional eachingCardM14,Patterns;clothingcollection;crayons,markers,orpencils; paperOption2:Button Patterns

Intentional eachingCardM14,Patterns;buttons;crayons,markers,orpencils;paper

Option1:Sewing Paper

Intentional eachingCardP01,LetsSew;holepunch;yarn; toothpicks;heavyweightpaperOption2:Lets Sew

Intentional eachingCardP01,LetsSew;burlap orotherlooselywoven fabricorplasticmesh;blunt needles;yarnorthickthread

Option1:Mixing Paints

Intentional eachingCardP30,MixingPaints;red, blue,yellow,black,and whitepaints;tray;paintbrushes;paper;TeGirlWhoWore ooMuch;TeQuinceaera Option2:Dyeing PaperTowels

Intentional eachingCardP31, ie-Dyed owels;papertowels;food coloring;eyedroppers;ice cubetray;clothespins;clothesline; TeGirlWhoWore ooMuch

Option1: WritingPoetry

Intentional eachingCardLL27,WritingPoems;audiorecorderOpt ion2: AC ol l ect ionofPoems

Intentional eachingCardLL27,WritingPoems;audiorecorder;digitalcamera

Option1:Writing Poetry

Intentional eachingCard LL27,WritingPoems;audiorecorderOption2:A CollectionofPoems

Intentional eachingCard LL27,WritingPoems;audiorecorder;digitalcamera

MightyMinutes MightyMinutes 16,Nothing,Nothing,Something

MightyMinutes 12, icky Ricky

MightyMinutes 24,Dinky Doo

MightyMinutes 28,CountingCalisthenics

MightyMinutes 42,ComePlay WithMe

Investigation 3

How do people make clothes?

eachingGuide _Cloth es_ . indd - 9 0/ 5/ 0 : : 0 M

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TheC othes Study Investigatingthe Topic

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Investigation 2How do we take care of our clothes?

Day 1 Day 2 Day 3 Day 4 Make ime For

InterestAreas SandandWater: powder,liquid,andbarsoaps ;eggbeaters;whisksDramaticPlay: laundrybasketsComputer: ebookversionof WashandDry

SandandWater: soap,mixers,andbeaters fromthepreviousdaysexperience

Library: letterstampsArt: piecesofpaperwitha varietyoflines drawnonthem,e.g.,straight,zigzag, curved;oneortwolinespersheet

Library: clotheslinestoryandpropsorthe pocketstorytellingpropsComputer: ebookversionof WashandDry

Outdoor ExperiencesWalkingtheLine

Makelonglines outsidewithmasking tapeorsidewalkchalk.

Demonstratehowchildrencan walkonthem, e.g., whenthey walkonthe straightline,tell themtokeeptheirbodies straight;oncurved lines,they shouldwalkwith acurvedback, etc.

GoingonaLineHunt

Invitechildrento lookforvarious linesoutside.Useadigital cameratotakephotos orletthe childrentakepicturesof thelinesthey nd.

Createabookoflinesbyus ingthephotos thechildrentookor downloadthemonto aclassroomcomputerforchildren tolookat.

Family Partnerships Askfamilymembersto accompanytheclass onthesitevisit.

Inviteafamily memberwhosews tovisittheclassduring Investigation3,How dopeoplemakeclothes?Invitefamiliesto accesstheebook, WashandDry .

Wow!ExperiencesDay1:Visit toalaundromat

Whe youca to schedu ethesitevisit, ta kwiththema ager to arra geforthechi dreto i terviewa staffmemberifpossib e.

Question ofthe Day Whichsoapwill makethebestbubbles:liquid, powder,orbar?

Whichsoapwill cleanbest:liquid,powder,or bar?

Canyoundsomethingwithastraightline andsomething

withacurved linein ourclassroom?

Doyouhavepocketsonyourclothestoday?

Large Group Music: BeatingDrumPatternsDiscussionandSharedWriting: CleaningClothesMaterials: drumsorobjectstobeused asdrums;stainedordirtypieceofclothing; Mighty Minutes26,EchoClapping;WashandDry; washboard;Intentional eachingCardSE01,SiteVisits

Movement: MoveLikea WasherorDryerDiscussionandSharedWriting: Rememberinga riptotheLaundromat orreadWashandDry Materials: WashandDry; a clotheslineandclothespins forhangingclothes todry.

Song: Tis Is theWayWe WashOurClothesDiscussionandSharedWriting: Findingand MakingLinesMaterials: MightyMinutes06,TisIsthe Way;clothesline

Book: APocket forCorduroy DiscussionandShared Writing:Mending Materials: MightyMinutes04,RiddleDeeDee; APocket forCorduroy;tornclothing;mendingitems,e.g., patches,zipper,Velcro,buttonwithneedleand thread

Read-Aloud TeMittenBookDiscussionCard 02(secondread-aloud)

L l am a L la m a R ed P a ja m a Te M it t e nBookDiscussionCard 02(thirdread-aloud)

WashandDry

Small Group Option1:LetterStampsIntentional eachingCardLL07,Letters,Letters,Letters;alphabetstamps;inkpads;constructionpaper ormagneticlettersand boardOption2:Shaving CreamLetters

Intentional eachingCardLL13,ShavingCreamLetters;shavingcream

Option1:Button Letters

Intentional eachingCardLL03,AlphabetCards;buttons;alphabetcardsOption2:FeelingLetters

Intentional eachingCardLL15, extureLetters;letterscutoutofavarietyoffabrics

Option1:ObservingChanges

Intentional eachingCardM07,IceCubes; icecubes;papertowels;cups; measuringtoolsOption2:Baggie IceCream

Intentional eachingCardM08,BaggieIce Cream(Seecardfor equipment,ingredients,andrecipe.)

Option1:DramaticStoryRetelling

Intentional eachingCard LL06,DramaticStoryRetelling; Te Mitten; storypropsOption2:Pocket Storytelling

Intentional eachingCardLL09,PocketStorytelling: Te Mitten; mitten-shapedpocket;toyorpicture props

MightyMinutes MightyMinutes53, TreeRowdyChildren

MightyMinutes22, HotorCold Shapes;varietyofthree-dimensionalshapes

MightyMinutes19,ISpy WithMyLittle Eye

MightyMinutes13, SimonSays

AT A GlAnCE

eachingGuide_Clothes_ .indd - 9 0/ 5/ 0 : :09 M

How Does Te Creative Curriculum Work?The Creative Curriculum for Preschool provides both The Foundation and Daily

Resources to create a cohesive curriculum that supports teachers every step ofthe way throughout the year. The Foundation is the knowledge base of the

curriculum, with detailed information about the most current research and bestpractices in early childhood education. The Teaching Guides offer daily plans

to help teachers provide individualized instruction for every childand organize and manage every moment of their day, all year long.


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Te eaching Guidesprovide detailedguidance for using the other rich curricularresources, and give teachers the uniqueexibility to adapt learning experiencesfor each child. Tis ensures that teachersare helping children to meet importantearly learning standards every day.

What Are Studies?

Te eaching Guidesfeature studies,exciting and engaging rsthand explorationsof topics that are relevant to childrenseveryday experiences. Te study approach isa method of integrating content learningthrough childrens in-depth investigationsof a meaningful topic. Children raisequestions about the topic, and throughexploration and discovery they nd

answers to their questions. Te hands-onexperimental nature of studies taps intochildrens natural curiosity, resultingin a learning environment that is bothfun and intentional.

Why Studies?

Te advantage of the study approachis that it allows for deep, rsthandexploration of topics that are of interestto children, offering myriad ways to learnabout them. Plus, the study approachnot only allows children to gain a deeperunderstanding of the topic but encouragesthem to develop skills across all domainsas they apply the investigative process.

Te ve study topics that are featuredin the eaching Guides offer plenty ofexibility for teachers to incorporatemany of the typical themes that areused in preschool classrooms all over thecountry. Just like themes, studies approachteaching and learning through a topicof interest to preschool children. Alsolike themes, studies integrate learningacross developmental and content areasand enable teachers to plan primarilyhands-on experiences. Many activitiesfrom a teachers existing themes can bebuilt right in to one of the study topics.

Study Topics

Balls Buildings Trees

Clothes Reduce,

Reuse, Recycle

Advantages of Studies allow children to explore science and

social studies topics while developingskills in language and literacy,math, technology, and the arts

let children apply their acquired skillsin meaningful, real-life contexts

encourage higher-level thinking,development of intellectual interests,and positive approaches to learning

give children the necessary skills tosolve problems and nd answers totheir questions in a creative way

support the development of socialemotional skills such as resolvingconict, sharing responsibilities, and

working collaboratively encourage family involvement


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SOCIALEMOTIONAL

1. Regulates own emotions and behaviors

a. Manages feelings

b. Follows limits and expectations

c. Takes care of own needs appropr iately

2. Establishes and sustains positive relationships

a. Forms relationships with adults

b. Responds to emotional cues

c. Interacts with peers

d. Makes friends

3. Participates cooperatively and constructivelyin group situations

a. Balances needs and rights of self and others

b. Solves social problems

PHYSICAL

4. Demonstrates traveling skills

5. Demonstrates balancing skills

6. Demonstrates gross-motor manipulative skills

7. Demonstrates ne-motor strength andcoordination

a. Uses ngers and hands b. Uses writing and drawing tools

LANGUAGE

8. Listens to and understands increasinglycomplex language

a. Comprehends language

b. Follows directions

9. Uses language to express thoughts and needs

a. Uses an expanding expressive vocabulary

b. Speaks clearly

c. Uses conventional grammar

d. Tells about another time or place

10. Uses appropriate conversational and othercommunication skills

a. Engages in conversations

b. Uses social rules of language

COGNITIVE

11 . Demonstrates positive approaches to learning a. Attends and engages

b. Persists

c. Solves problems

d. Shows curiosity and motivation

e. Shows exibility and inventiveness in thinking

12. Remembers and connects experiences a. Recognizes and recalls

b. Makes connections

13. Uses classication skills

14. Uses symbols and images to representsomething not present

a. Thinks symbolically

b. Engages in sociodramatic play

What are Te Creative Curriculum for PreschoolObjectives for Development & Learning?The 38 research-based objectives are the heart of the curriculum and dene the pathteachers take with children in their classroom. They inform every aspect of teaching, includepredictors of school success, and are aligned with state early learning guidelines and theHead Start Child Development and Early Learning Framework . The objectives cover 10 areasof development and learning, including broad developmental areas, content areas, andEnglish language acquisition. Many of the objectives also include dimensions that guideteachers thinking about various aspects of that objective, and help clarify what it addresses.


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LITERACY

15. Demonstrates phonological awareness a. Notices and discriminates rhyme

b. Notices and discriminates alliteration

c. Notices and discriminates smaller and smallerunits of sound

16. Demonstrates knowledge of the alphabet a. Identies and names letters

b. Uses lettersound knowledge

17. Demonstrates knowledge of print and its uses a. Uses and appreciates books

b. Uses print concepts

18. Comprehends and responds to booksand other texts

a. Interacts during read-alouds and bookconversations

b. Uses emergent reading skills

c. Retells stories

19. Demonstrates emergent writing skills a. Writes name

b. Writes to convey meaning

MATHEMATICS

20. Uses number concepts and operations

a. Counts

b. Quanties

c. Connects numerals with their quantities

21. Explores and describes spatial relationshipsand shapes

a. Understands spatial relationships

b. Understands shapes

22. Compares and measures

23. Demonstrates knowledge of patterns

SCIENCE AND TECHNOLOGY

24. Uses scientic inquiry skills

25. Demonstrates knowledge of the characteristicsof living things

26. Demonstrates knowledge of the physicalproperties of objects and materials

27. Demonstrates knowledge of Earths environment

28. Uses tools and other technology to perform tasks

SOCIAL STUDIES

29. Demonstrates knowledge about self

30. Shows basic understanding of peopleand how they live

31. Explores change related to familiar peopleor places

32. Demonstrates simple geographic knowledge

THE ARTS

33. Explores the visual arts

34. Explores musical concepts and expression

35. Explores dance and movementconcepts

36. Explores drama through actionsand language

ENGLISH LANGUAGE ACQUISITION

37. Demonstrates progress in listening to andunderstanding English

38. Demonstrates progress in speaking English

11

Curriculum Overview


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How Curriculum and Assessment Are LinkedBefore beginning any journey, you need to know where you areheading. When you begin to implement the curriculum, lookto the Objectives for Development & Learning to guide you.These objectives dene the skills, knowledge, and behaviorsthat you are helping children acquire in your program.

109Volume 5: Objectives for Development & Learning

Objective 20 Uses number concepts and operationsa. Counts

Not Yet 1 2 3 4 5 6 7 8 9

Verbally counts (not always inthe correct order)

Says, One, two, ten as shepretends to count

Verbally counts to 10; counts upto ve objects a ccurately, usingone number name for eachobject

Counts to ten when playingHide and SeekCounts out four scissors andputs them at the table

Verbally counts to 20; counts1020 objects accurately;knows the last number stateshow many in all; tells whatnumber (110) comes next inorder by counting

Counts to twenty while walkingacross roomCounts ten plastic worms andsays, I have ten worms.When asked, What comes aftersix? says, One, two, three,four, ve, six, sevenseven.

Uses number names whilecounting to 100; counts 30objects accurately; tells whatnumber comes before and aftera speci ed number up to 20

Counts twenty-eight steps tothe cafeteriaWhen asked what comes afterfteen, says Sixteen.

b. Quanti es

Not Yet 1 2 3 4 5 6 7 8 9

Demonstrates understandingof the concepts of one, two, and more

Says, More apple, toindicate he wants more piecesthan givenTakes two crackers whenprompted, Take twocrackers.

Recognizes and names thenumber of items in a small set(up to ve) instantly; combinesand separates up to ve objectsand describes the parts

Looks at the sand tableand says instantly, withoutcounting, There are threechildren at the table.Says, I have four cubes. Twoare red, and two are blue.Puts three bunnies in the box

with the two bears. Counts andsays, Now I have ve.

Makes sets of 610 objects andthen describes the parts; identi eswhich part has more, less, or thesame (equal); counts all or countson to nd out how many

Says, I have eight big buttons,and you have eight little buttons.We have the same.Tosses ten puff balls at thehoop. When three land outsideshe says, More went inside.Puts two dominoes together,says, Five dots, and countson Six, seven, eight. Eightdots all together.

Uses a variety of strategies(counting objects or ngers,counting on, or counting back)to solve problems with morethan 10 objects

Uses ladybug counters tosolve the problem, You hadeight ladybugs. Two ew away.How many ladybugs are left?Says, I have ten cars. I lefttwo at Grandmas, so now Ihave ten, nine, eight left.Uses two-sided counters todetermine different numbercombinations for fourteen


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Curriculum Overview

In Te Creative Curriculum for Preschool,

the objectives inform every aspect ofteaching. Youll see them addressedeverywhere, fromTe Foundation to theDaily Resources . wo of the 38 objectivesaddress English language acquisition, andthey offer specic strategies to supportchildrens progress.

Color-coded charts graphically representprogressions of widely held expectationsof learning and development for mostchildren at particular ages and classes/grades.Te same colors are used for the teaching

sequences shown on theIntentional eachingCards , making it easier for teachers to useassessment information to individualizeinstruction. Learn more about the coloredbands and what they mean on pages 2223of this ouring Guide .

What You Do

The Creative Curriculum for Preschool I te tio a Teachi g Cards

2010 Teaching Strategies, Inc. TeachingStrategies.com

Q estio s to G ideYo r Observatio s

Was the child able to grasp and use themanipulatives to add and subtract?

Did the child understand and solve storyproblems using the objects?

How long was the child able to attend tothis experience?

Re ated LearningGames

Stories With Three; Counting Higher

Materia s: collection of manipulatives

1. I vite the chi dre to exp ore the co ectio ofma ip atives. Co t the objects together, a d i vitethe chi dre to divide the gro ps i to sma er pi es.

We have 10 counting chips in a pile. Lets moveve of them over here. Now we have two piles ofcounting chips. Can you count how many are ineach pile?

2. Prese t vario s story prob ems. Ask the chi dre toso ve them by si g the ma ip atives.

Lets pretend that were feeding these chips to thebirds that come to our window. If we see fourbirds, we need four chips. Uh-oh! One bird ewaway! How many chips do we need now?

3. I v ite the chi dre to co t as a ay to so ve the

story prob em.

Six of you are standing by the table. Now letshave two children in that group go stand by theeasel. How many children are left at the table?

4. Pose story prob ems that i vo ve addi g

a d s btracti g.

Lets pretend we have seven children at the tablefor snack, but we only have four napkins. Howmany more napkins do we need?

5. Co ti e the activity for as o g as it i terests the

chi dre . Exp ai that they ca thi k abo t storyprob ems he they are p ayi g ith materia s ia y i terest area. E co rage them to create story

prob ems ith their c assmates d ri g choice time.

I c di g A Chi dreUse manipulatives of various sizes, colorand textures.

Provide boxes or containers to help de nestory problems and solutions.

Place objects on a nonslip material tokeep them from moving around.

If children are beginning to speakin sentences, give them plenty ofopportunities to talk. Be sure to modelthe correct use of English, but do notcorrect their grammar.**

Ask children to repeat a simple phraseyou have said and modeled. For example,when making play dough, say, I ammixing the play dough. Tell your friend, am mixing the play dough.**

M22Toys a d Games

Objective 20Uses number concepts and operations

Related Objectives: 1, 2, 7, 8, 9, 11, 14

Story Problems

YEllOw I vite the chi d to pair objects, si g sets of o e to three objects. Offer the same mber ofobjects i each set.

I see two dolls in the cr adle that need blankets. Can you give each doll a blanket?

GREEn I vite the chi d to verba y co t si g o e mber ame for each object. E co rage her or him

to so ve story prob ems ith p to ve items.

Here are four penguins standing on the ice. One penguin jumps in t he water. How manypenguins are on the ice now? Lets touch each one as we count.

GREEn I c de 510 objects i story prob ems. E co rage the chi d to co t a of the objects correct ya d add them together.

We have six pears and three apples. How many pieces of fruit do we have all together? Letscount: one, two, three.

BluE

BluE I vite the chi d to so ve story prob ems i vo vi g p to 10 objects. Assist by co ti g a o d ith

the chi d, if ecessary, to sho her ho to co t o .

If we have seven children who want to jump rope, but we only have three jump ropes, howmany more jump ropes do we need so that ea ch child has one?

We have six pears and three apples. How many pieces of fruit all together? Lets start with thepears: six, seven, eight, nine.

PuRPlE

PuRPlE I vite the chi d to create e story prob ems si g additio a d s btractio of 1020 objects.

Here is a bucket full of buttons. Lets see what story problems we can create with them. Howmany buttons should we use to start?

Teaching Sequence

.


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Research-Based. Innovative. Engaging.


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Curriculum Components

The Creative Curriculum for Preschool is a developmentally

appropriate, comprehensive curriculum that promotes positive

outcomes for preschool children.

Nationally known for its forward-thinking, rigorously researched model,Te Creative Curriculumhas been trusted for decades by early childhood educators in classrooms across the country.It focuses on meeting the needs of individual children, while honoring and respecting the rolethat teachers play in making learning engaging and meaningful for every child.

Te curriculum components were designed to provide everything you need to build an engagingand effective program.Te Foundation offers insight into the most current research and best

practices for early childhood education. Te Daily Resources , including eaching Guides , Intentionaleaching Cards , Mighty Minutes , andBook Discussion Cards , help you organize and manageyour day intentionally and effectively. Te curriculum components also include built-in supportfor all learners, with specic sections of guidance for working with English- and dual-languagelearners, advanced learners, and children with disabilities. Lets take an in-depth look at eachcurriculum component.

17

Caring andTeaching

P a r t n e r i n g

W i t h F a m

i l i e s



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Volume 4: Mathematics helps teachersfully understand the mathematical conceptsand skills they will be teaching, andshows them how to purposefully includemathematics learning throughout the day.

Volume 5: Objectives for

Development & Learning describes in detail the 38 objectives inTe Creative Curriculum for Preschool .Based on an extensive review of the latestresearch and professional literature in earlychildhood education, these objectivesinclude those that are highly predictiveof future school success and are aligned with the Head Start Child Developmentand Early Learning Framework and earlylearning standards for each state.

Supporting English Language

DevelopmentThe Foundation volumes guide teachersin scaffolding instruction for childrenwith diverse proficiency levels. Inaddition, instructional and assessmentstrategies are provided for differentlevels of English language development.


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Troughout the eaching Guides , youllnd references to particular sections ofTe Foundation that provide more in-depth information. Remember, this is oneof the ways theDaily Resources and TeFoundation work together as a cohesivecurriculum that supports teachers everystep of the way throughout the year.

Te rst guide, Beginning the Year,addresses the rst six weeks of school.Te remaining ve guides feature studies, which are project-based investigationsthat can be used in any order. Each study

is divided into a series of investigationquestions, and each investigation lasts35 days. Beginning on page 36 ofthis ouring Guide , youll nd excerptsin English and Spanish from theeaching Guide: Balls Study to review.

How Studies Are Organized

Getting Started Beginning the Study Investigating the Topic Celebrating Learning Resources

Supporting English Language

DevelopmentThe Creative Curriculum forPreschool Teaching Guides includestrategies and tips for working withchildren who are English- or dual-language learners, including usingnonverbal language and other visualcues such as props and pictures.



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Mighty MinutesResearch suggests that in many preschool classrooms valuable time that could be dedicatedto learning is wasted. That wont happen with The Creative Curriculum for Preschool. MightyMinutes are songs, chants, rhymes, games, and short activities that help turn every minuteof the day into a learning opportunity.

Mighty Minutes can be used anywhere,any time to intentionally teach language,literacy, math, science, social studies, orphysical skills during in-between timessuch as when teachers are preparing to gooutside or gathering children for large-group time. Like the other resources inthe Te Creative Curriculum for Preschool ,

Mighty Minutes are rooted in curricularobjectives. Tey arent just short, funsongs and games to pass the time; theyreshort, fun songs and games that supportchildrens development and learning!Opportunities to use Mighty Minutes areindicated throughout the eaching Guides .

Objective 20Uses number concepts and operationsRelated Objectives: 1, 3, 5, 7, 8, 11, 34

What You Do1. Chant, and snap, tap, or clap the beat.

Appy, tappy, tappy, Appy, tappy, too. Appy, tappy, tappy,Ill show my card to you!

2. Hold up a numeral card from 110.

3. Ask the children to name the numeral.

4. Invite them to perform a simple motionto demonstrate their knowledge of thequantity that it represents. Say, Can youhold up four ngers? Can you jump fourtimes?

Say It, Show It 15

, , , , , . : :

L a ba mba

O b j e t i v o 35E x p l o r a c o nc e p t o s d e l b a i l e y e l mo v i mi e nt o O bjet iv os r elac ionad os: 1, 3, 4, 5, 8 , 9 , 15, 34Q u ha c e r

1. E nsee a l os ni os l a c anc i n d e La b amb a .2 . C r ee una c or eo

g r a f a senc i l l a y ent usi ast a .P a r a [ ba il a r ] l a ba mba , pa r a [ ba il a r ] l a ba mba s e ne c e s it a una poc a d e g r a c ia ,una poc a d e g r a c ia y ot r a c os it a ,a y , a r r iba y a r r iba ,a y , a r r iba y a r r iba , por t i s e r , por t i s e r , por t i s e r .

3 . R eemp l ac e b a i l a r c on ot r as p al ab r as d e ac c i n, por e jem plo, sa lt a r , nad ar , busc a r .

7 2

Title Presents the titleof the activity.

Objectives Lists theobjectives from Objectivesfor Development & Learning that are addressed duringthat activity.

r a l s m a l l m a n i p u l

a t i v e s

o n t a i n e r w i t h a l i

d. S h a k e

in e r a s y o u s a y t h

e r h y m e.

u s a y t h e l a s t l i n e

, d u m p

c t s o n t h e o o r o

r a t a b l e.

ne o r m o r e c h i l d r e n

c o u n t t h e

, o r i d e n t i f y t h e n u m b e r o f

s b y s i g h t ( s u b i t i z

e ) w i t h o u t

ly c o u n t i n g t h e m.

y, t a p p y, t a p p y,

y, t a p p y, too.

py, t a p p y, t a p p y,

w i t s t i me fo r yo u ! [

P o i n t t o a c h i ld

a n d a s k, Ho w m a

n y ? ]

On the Back Thereverse side of eachMighty Minutes cardsuggests ways to changethe activity, either to1) focus on a differentarea of learning or2) increase or decreasethe complexity of theactivity.

Reference Number Helps youquickly locate individual MightyMinute cards, which are referred toby number and title throughout theTeaching Guides. (They dont have tobe used in any particular order.)

What You Do Provides guidance onhow to do the activity.

Supporting SpanishLanguage Development

Many Mega Minutos usetraditional Spanishsongs and rhymes tomaximize learning duringbrief transitional periodsthroughout the day. Theseunique Spanish resourcescan help support Spanishlanguage development.


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Childrens Book CollectionReading aloud with children is the best way to inspire a love for reading and to promotelanguage and literacy skills. The Teaching Strategies Childrens Book Collection contains79 high-quality childrens books, including 4 big books.

25

Supporting English and SpanishLanguage Development

Our bilingual book collection supportslanguage and literacy developmentin both English and Spanish. Spanishliterature offers a rich vocabularythat encourages Spanish languagedevelopment and relevant storylinesthat celebrate a variety of cultures.Providing stories in both languagesallows for a rst read-aloud experiencein a child's home language.


Te book collection includes beloved classictales, contemporary works by well-knownauthors, and original nonction bookscreated especially to complement the studiesfeatured in the eaching Guides. Our richcollection of literature, in both English andSpanish, includes alphabet books, countingbooks, nonction books, concept books,

and narrative picture books, all of whichencourage childrens exploration, interaction,and enjoyment.

Many books in our childrens collectionhave been adapted for the eLearningenvironment. Fully translated and read inboth English and Spanish, these eBooksencourage creative retelling of stories andlet Spanish-speaking children experiencethe rst reading of a story in their homelanguage. Designed for use with computers

and interactive whiteboard technology,eBooks build childrens condence andexcitement about reading.

Photo represents 50% of thebilingual Teaching Strategies Childrens Book Collection . VisitTeachingStrategies.com/ChildrensBooksfor a complete list of titles.


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Book Discussion CardsBecause some of the best childrensbooks have fairly complex story lines,early childhood education expertsrecommend that they be read tochildren at least three timeseachtime in a slightly different wayforchildren to benet fully.

Book Discussion Cards show teachers how toconduct multiple effective read-alouds, ensuringthat children are getting the most out of theseexperiences. Intended as a quick reference forgroup read-alouds,Book Discussion Cardsoffersuggestions for introducing each book, emphasizing vocabulary as the story is read, commenting oncharacters, and asking probing questions. Te cardsalso have specic guidance for supporting childrenssocial-emotional development.

2 Second Read-Aloud Before Reading Recall the characters and the problem.

Were going to readTe Little Red Hen again. You may remember that LittleRed Hen lives with Dog, Goose, andCat, who are not very helpful aroundthe house. Little Red Hen asks themto help her with something. Whatdoes she want help with? How do herfriends answer? What happens whenits time to eat the bread that LittleRed Hen made from the wheat shegrew without their help?

While Reading Expand vocabulary using moreverbal explanations:

hoed, kneaded Reinforce some previouslyintroduced words by pointing topicture and dramatizing:

groom, muss, chore, aroma Comment on and ask follow-upquestions about the other characters.

I think Dog, Goose, and Cat have a

very easy life. Tey play all day whileLittle Red Hen does all the work.

Why do Dog, Goose, and Cat keep

saying no when Little Red Hen asksthem for help?

Dog, Goose, and Cat dont seem

to be paying attention to how hardLittle Red Hen works.

How do you think Dog, Goose,

and Cat feel when Little RedHen tells them they cant help hereat the bread?

After ReadinInvite explanations,ask follow-up quest

Why do you

and Cat wontaround the hohelp her plantgrind it, and m

What lesson d

Goose learn? when you askhelps you? Hosomeone refu

ng ions, wonder aloud, and

uestions.

Red Hen asked herp her, they said no.n did everything herself.

you have done if youd Hen?

think Little Red Henall by herself? Whathave done to teach hern about being helpful?

2010 Teaching Strategies, Inc. T

eachingStrategies.com

The Creative Curriculum

for Preschool Book Discus

sion Cards

T e Little R ed Hen05

T e Little R ed Hen

R etold by Bonnie Dobk in

No ones w illing to help a ha rd w or

k ing hen a s she

pla nts her w hea t but ev ery one w a

nts the w a rm

brea d she ma k es la ter! See ho w the

hen tea ches a trio

of ex ceptiona lly la zy ba rny a rd f rie

nds tha t g ood thing s

come to those w ho help out.

Supporting Spanish Language Development

Teaching Strategies Childrens Book Collection and Book Discussion Cards in Spanish helpteachers intentionally introduce new vocabularyand promote childrens receptive and expressiveSpanish-language skills through repeated read-

aloud sessions and meaningful exchanges.


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Suppor t ing Soc ia l Emot iona l De v e lopm

V oc a bula r y

Ma na g es f e e ling s

W ha t c ould L it t le R e d H e n ha v e sa id

t o he r f r ie nds t o le t t he m k now she w a s disa ppoint e d t ha t t he y w ouldnt he lp he r ?

Re s ponds to e m ot iona l cues Dog , Goose , a nd Ca t did not se e

t ha t L it t le R e d H e n f e lt ba d a bout not g e t t ing he lp w he n she a sk e d. H ow c a n y ou t e ll w he n some one f e e ls ba d or disa ppoint e d a bout some t hing ?

g r oom t o ma k e c le a n a nd ne a t g os s ip t o t a lk a bout pe ople w ho a r e nt t he r e in a hur t f ul w a y or sha r e t he ir se c r e t s

hoe d ( p o i n t t o i ll u s t r a t i o n ) dug in t he g r ound using a hoe ( a hoe is a t ool use d t o dig up w e e ds)

ha r v es t t o pic k f oods suc h a s w he a t , v e g e t a ble s, a nd f r uit w he n t he y a r e r e a dy t o be pic k e d

m ille r a pe r son w ho g r inds w he a t int o our m us s t o ma k e me ssy

k nea de d ( d e m o n st r a t e a c t i o n ) ma de or sha pe d doug h by f olding , st r e t c hing , a nd pr e ssing w it h y our ha nds

chor e e v e r y da y w or k or job a r ound t he house or f a r m

a r om a a sme ll

3 Tird Read-AloudBefore Reading Encourage children to recall theproblem and solution.

A few days ago, we readTe Little RedHen. What is the problem in the story?How does Little Red Hen teach Dog,Cat, and Goose a lesson?

While Reading Expand vocabulary:

muss, chore, aroma Guide children to reconstruct thestory as you turn the pages.

Read a few pages and allow the

children to reconstruct parts of thestory. Occasionally ask questionssuch as What is happening he re?or What happens next? that helpchildren recall the events of the story.Encourage children to explain whatcharacters are thinking and feeling.

After Reading Wonder aloud and ask follow-upquestions.

How would the story be different

if Dog, Goose, and Cat agreed tohelp Little Red Hen plant the wheat,harvest it, grind it, and make thebread?

What do you think would happen

if Dog, Goose, and Cat needed helpfrom Little Red Hen? What wouldshe do? What would you do?

The Supporting SocialEmotional Developmentsection describes how to usethe story to support childrensdevelopment in this all-important domain.

The First Read-Aloud sectionhelps teachers introduce the

problem in the story, presentnew ideas and ways of thinking,and ask questions after reading.

The Second Read-Aloud sectionguides teachers to ask differentquestions and add clarifyingcomments as they read.

The Third Read-Aloud sectionhelps teachers invite children to

retell the story, calling on theirmemories and comprehensionto identify the main charactersand important story elements. Itdirects teachers to ask questionssuch as, What is happeninghere? or What do you think[characters name] is thinking?

2 Second Read-Aloud1 First Read-AloudBefore Reading Recall the characters and the problem.

Were going to readTe Little Red Hen again. You may remember that LittleRed Hen lives with Dog, Goose, andCat, who are not very helpful aroundthe house. Little Red Hen asks t hemto help her with something. Whatdoes she want help with? How do herfriends answer? What happens whenits time to eat the bread that LittleRed Hen made from the wheat shegrew without their help?

While Reading Expand vocabulary using moreverbal explanations:

hoed, kneaded Reinforce some previouslyintroduced words by pointing topicture and dramatizing:

groom, muss, chore, aroma Comment on and ask follow-upquestions about the other characters.

I think Dog, Goose, and Cat have a

very easy life. Tey play all day whileLittle Red Hen does all the work.

Why do Dog, Goose, and Cat keep

saying no when Little Red Hen asksthem for help?

Dog, Goose, and Cat dont seem

to be paying attention to how hardLittle Red Hen works.

How do you think Dog, Goose,

and Cat feel when Little RedHen tells them they cant help hereat the bread?

After Reading Invite explanations, wonder aloud, andask follow-up questions.

Why do you think Dog, Goose

and Cat wont help Little Red Haround the house? Why dont thhelp her plant the wheat, harvesgrind it, and make the bread?

What lesson did Dog, Cat, and

Goose learn? How do you f eel when you ask for help and somhelps you? How do you feel whsomeone refuses to help you?

Before Reading Introduce characters and the problem.

In Te Little Red Hen, a Dog, a Goose,and a Cat live with a Little Red Hen.She works hard around the house, buther friends dont help at all. One dayshe nds a bag of wheat seeds anddecides to grow wheat so she can bakebread. When she asks her friends tohelp her plant the seeds and harvestthe wheat, they say no. Now she hasto decide whether or not she will sharethe bread with them.

While ReadingExpand vocabulary by pointing topictures, using gestures to dramatize,and describing:

groom, gossip, hoed, harvest, miller, muss,kneaded, chore, aroma Comment on main characters thoughtsand actions.

I wonder how Little Red Hen feels

about doing all the housework byherself. I think she wishes her friends

would be more helpful.

I wonder why Little Red Hen asked

for help planting the seeds when shealready knows her friends arent veryhelpful. Maybe she thought they

might say yes this time.I think Little Red Hen is surprised

that her friends agreed to help her eatthe bread since they refused to helpher with everything else.

Maybe Little Red Hen ate the bread

herself to teach her friends a lessonabout being more helpful. It lookslike her lesson worked!

After Reading Invite explanations, wonder aloud, andask follow-up questions.

When Little Red Hen asked her

friends to help her, they said no.Little Red Hen did everything herself.

What would you have done if you were Little Red Hen?

Why do you think Little Red Hen

ate the bread all by herself? Whatelse could she have done to teach herfriends a lesson about being helpful?

Second Read-Aloud Session:

Comment on and ask

follow-up questions about

the other characters.

Sample question: How do you

think Dog, Goose, and Cat feel

when Little Red Hen tells them they

cant help her eat the bread?

The Vocabulary section offersdenitions in child-friendlylanguage that a teacher woulduse to explain the words toa preschooler, not formaldictionary denitions.



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Putting It All ogether

Now that you have an idea of the big picturehow The Creative Curriculum

for Preschool is organized and what the individual pieces areits time to

look at how everything ts together to create a seamless day of teaching.

First Step: Get Organized. Te Resource Organizer is a specially designed binder in which you canassemble the resources for the day to keep them close at hand. Te eaching Guide slides into the centerpocket of the binder. Te side pockets are designed to hold the Intentional eaching Cards ,BookDiscussion Cards , Mighty Minutes , and childrens books that youll be using that day. o help make sureyoure fully prepared, the At a Glance pages for each investigation provide a list of all the materials thatyoull need to assemble for any given day. Tose pages precede each investigation (see pages 4043).

Next Step: Review the Study. On the following pages, youll nd excerpts from theBalls Study ,including each of the supporting resources you would need to implement one day of the study.Tese excerpts will give you a sense of theguidance that youll nd in each componentof the curriculum.

Sample Pages


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Balls Study: able of ContentsGet started by reviewing the Table of Contents in the Teaching Guide.

Te highlighted text indicates the sample resources found in this ouring Guide. Te eaching Guide provides all the information neededto go step-by-step and day-by-day through the entire study: background information to get started, preparatory resources to help begin thestudy and explore the topic, daily guidance for investigations, and suggestions on how to celebrate and close the experience.


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Investigacin 1uN visTAzo

26

Todas las pelotas, bolas y balones rebotan?

Da 1 Da 2

reas de inters Juguetes y juegos: bandejas paraclasicar; bolas pequeas distintasComputadoras: la versin electrnica deLos tres cabritos

Juguetes y juegos: bandejas para clasicar,bolas pequeas distintas

Pregunta del da Ustedes creen que todas las pelotasrebotan?

Su cabeza es ms grande o ms pequea queesta pelota?

Todo el grupo Movimiento: La pelota imaginaria Comentarios y escritura compartida:Qu pelotas rebotarn?Materiales: Mega Minutos 41, La pelotaimaginaria; pelotas, bolas y balones;tarjetas de nmeros; cmara digital;Pelota, pelota

Movimiento: La pelota imaginaria Comentarios y escritura compartida: La alturay la capacidad de rebotarMateriales: Mega Minutos 15, Tin, marn dedo ping; pelotas, bolas y balones

Lectura en voz alta Los tres cabritosHablemos de Libros 06(primera lectura en voz alta)

A rebotar!

Grupos pequeos Opcin 1: RimasEnseanza Intencional LL10, Lista derimas; un poema o una cancin conpalabras que rimen; un accesorio queilustre el poema o la cancinOpcin 2: Rimas con animales

Enseanza Intencional LL14, A miburro le duele; imgenes de animalesconocidos; una grabadora

Opcin 1: La longitud y la anchura

Enseanza Intencional M25, La longitud y laanchura; cinta del mismo ancho cortada enlargos diferentesOpcin 2: Qu tan grueso es?

Enseanza Intencional M62, Qu tan gruesoes?; varios objetos circulares; una madeja de lano cuerda; tijeras

Mega Minutos Mega Minutos 30, Bailemos juntos! Mega Minutos 33, Arriba y abajo; dos objetocuyos nombres comiencen con el mismo sonido;un objeto conocido de dos o tres dimensiones

T .

Un vistazo, Investigacin 1Siguiente paso:Planificar y preparar

Preguntas de exploracino investigacin Ademsde las preguntas de losnios, estas preguntaspre-seleccionadas atraenactivamente su atencinal tema que estnestudiando. Los nios lasexploran participando enexperiencias prcticasque apoyan su aprendizajey el uso de importantesdestrezas de investigacin.

Pregunta del daComo parte de la rutinade llegada en la maanay con su ayuda o la de unmiembro de la familia, losnios contestarn unapregunta relacionadaa algo planicado paraese da.

Materiales La tablade Un vistazo muestratodos los materiales ylibros que necesitarpara cada da de la

investigacin.

Literatura infantilDurante cada estudiousted usar tanto librosde ccin como deno ccin de nuestraColeccin de literaturainfantil de TeachingStrategies. Los ttulos deno ccin se relacionarnestrechamente con eltema del estudio.

Las pginas Un vistazo quese encuentran antes de cadaexploracin o investigacin loayudan a planicar. Estas leproveen una visin general decmo sern sus siguientes das.

Los nmeros de das que vea enla tabla Un vistazo variarndependiendo de la pregunta

que se est investigando y cuanenvueltos estn los nios.


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27

Da 3 Dedique tiempo para

Juguetes y juegos: agregue esferas y crculos paraclasicarComputadoras: la versin electrnica deLos trescabritos

Experiencias al aire librePelotas que rebotan

Compruebe al aire libre qu pelotas rebotan msalto. Anime a los nios a hacer predicciones y

comprobarlas. Anime a los nios a usar distintas supercies,p. ej., rocas, arena, pasto, concreto.

Si es posible, pida a los nios que pongan aprueba las pelotas dejndolas caer desde distintasalturas, p. ej., el deslizador, las escaleras y elescalador.

Ejercicio divertido

Use Enseanza Intencional P05, Lanzar fuertey lejos, y siga la orientacin ofrecida en latarjeta.

La cooperacin con las familiasEnve una nota a las familias para animarlasa hablar con los nios acerca de los juegos depelota preferidos en su infancia.

Sugiera a las familias que busquen la versin

electrnica deLos tres cabritos.

Las pelotas pesadas rebotan?

Cancin: Tengo un amiguitoComentarios y escritura compartida: El peso y lacapacidad de rebotarMateriales: Mega Minutos 40, Tengo unamiguito; pelotas, bolas y balones

Los tres cabritosHablemos de Libros 06(segunda lectura en voz alta)

Opcin 1: Letras, letras y ms letras

Enseanza Intencional LL07, Letras, letras y msletras; sellos de caucho del alfabeto; almohadillasde tinta de color; papel de construccinOpcin 2: Tesoros escondidos

Enseanza Intencional LL21, Tesorosescondidos; letras magnticas; imn grande;regla; cinta de enmascarar; mesa de arena conarena

Mega Minutos 37, La pelota; pelota

: :

Sample Pages

Experiencias al airelibre Estas actividadesse relacionan altema del estudio

o presentan unaoportunidad intencionalpara desarrollar lasdestrezas de motricidadgruesa de los nios.

La cooperacin conlas familias Estaseccin sugieremaneras de fomentarla participacin de lasfamilias de los nios ensu programa.

Experienciassorprendentes (no aparecen en esteejemplo) Cada estudiosugiere eventosespeciales que realzanlas experiencias de losnios, tales comorecibir visitantes en elsaln de clase, visitardiferentes lugares otener celebraciones.


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Vocabulariovalle

terreno en medio de montaas ocolinas que a menudo tiene un ro oarroyo que lo atraviesa

piedra

algo muy duro y pesado,como una roca

casco

la parte dura que cubre la parte baja delas patas de los animales, tales como lade los caballos, venados y chivos

cuernitos

cuernos muy pequeos

acos como un alfler

muy delgados

atroz

muy feo

tablas

pedazos de madera largos y planos

temblar

sacudirse

bocado

un sorbo grande

estremecer

no estar bien balanceado por tenmiedo

pisotear

golpear fuerte y rpido en el pislos pies

.

arjeta: Hablemos de libros 06, Los tres cabritosDurante el Da 1, Investigacin 1 del Estudiode las pelotas, bolas y balones , los maestrosson dirigidos a la Tarjeta: Hablemos de libros 06, Los tres cabritos.

1. Primera lectura en voz altaDurante la primera lectura en voz alta losmaestros se enfocan en los pensamientos yacciones de los personajes: Me pregunto cmoCabrito Chiquito planea pasar a todos pordonde vive el ogro.

2. Segunda lectura en voz altaDurante la segunda lectura en voz alta,los maestros comentan y hacen preguntassobre los otros personajes: Por qu creenustedes que el ogro dej pasar a los dosprimeros cabritos por el puente?.

,

,,

.

2 Segunda lectura en voz alta 1 Primera lectura en voz alta Antes de leer Recuerde a los personajes y la trama.

Vamos a leerLos tres cabritos otravez. Ustedes recordarn que ste esun cuento acerca de tres cabritoshermanos que tienen que cruzarun puente donde vive un ogrohambriento. Por qu tienen quecruzar el puente? Cmo pasan loscabritos por donde vive el ogro?

Mientras leeIncremente el vocabulario:

cascos, cuernitos, pisote Refuerce algunas palabraspresentadas anteriormente:

valle, atroz, bocadoComente y haga preguntas deseguimiento sobre los otrospersonajes.

Por qu creen ustedes que el ogro

dej pasar a los dos primeros cabritospor el puente? Yo creo que nadie lohaba engaado nunca, y por esol no se preocupa y piensa que va apoder comerse a los cabritos.

Qu creen ustedes que pens el

ogro cuando el Cabrito Grandulnlo atac? Creo que nadie habatratado de hacerle algo as nunca.

Me pregunto qu cosa grit el

ogro sobre los cabritos. Creo quel no estaba muy contento con loque le pas.

Despus de leer Pida explicaciones, haga suposicionesen voz alta y haga preguntas deseguimiento.

Cmo contaran ustedes este

cuento si ustedes fueran el ogroQu partes del cuento seran iga las que lemos juntos? Qu pseran diferentes?

Qu leccin creen ustedes que

aprendi el ogro despus de suexperiencia con los tres cabrito

Antes de leer Presente a los personajes y la trama.

Este libro se llamaLos tres cabritos .Tres cabritos se han comido todo elpasto de su valle. Hay ms pasto paracomer en el otro lado del ro. Peropara llegar hasta all, ellos tienen quecruzar un puente donde vive un ogrohambriento. Podrn los tres cabritosdescubrir cmo cruzar el puente sinque se los coma? Descubrmoslo!

Mientras leeDesarrolle el vocabulario sealandolas ilustraciones, usando gestos ohaciendo mmica para dramatizary describir:

valle, piedra, cascos, cuernitos, acoscomo un aller, atroz, tablas, tembl,bocado, pisote, estremeci Comente sobre los pensamientos yacciones de los personajes principales.

Cabrito del Medio se ve nervioso

y preocupado porque no tienensuciente comida.

Me pregunto cmo Cabrito

Chiquito planea pasar a todos pordonde vive el ogro.

Yo creo que el plan del cabrito

pequeo es muy listo. El estengaando al ogro para que no secoma a l ni a sus hermanos. Mepregunto qu har el cabrito grandecuando se encuentre con el ogro.

El plan de Cabrito Chiquito

funcion. Cada cabrito jug unpapel importante en el plan.

Despus de leer Pida explicaciones, haga suposicionesen voz alta y haga preguntas deseguimiento.

Por qu creen ustedes que el plan

de Cabrito Chiquito funcion?Creen ustedes que l saba que podaengaar al ogro?

Qu creen ustedes que habra sido

el plan de Cabrito del Medio oCabrito Granduln? Qu habranhecho ustedes para pasar al ogro?

.

.

.

.

.

.

.

.

..

.

.

.

.

.

.

.

.

.

_ _ _ .

0

Q u v amo s a hac e r ? d i j o C ab r i t o d e l M e d i o . S i no e nc o nt r amo s ms

p as t o , ac ab ar e mo s f l ac o s c o mo un al f i l e r .

_ _ _ .

.

1 1

P ue s b us c ar e mo s ms p as t o

d i j o C ab r i t o G r and ul n. P e r o , d nd e ? p r e g unt C ab r i t o d e l

M e d i o . D nd e v amo s a hal l ar ms p as t o ?

A j ! Y a l o s d i j o C ab r i t o C hi q ui t o ,

s i nt i nd o s e muy l i s t o . I r e mo s al p r ad o

d e l o t r o l ad o d e l r o . N o s q ue d ar e mo s uno s

d as , c o me r e mo s has t a l l e nar no s , y e n p o c o

t i e m p o no s e ng o r d ar e mo s m u c h o !

.


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arjeta deenseanzaintencionalLL14La segunda opcinpara la reunin engrupo pequeodurante el Da 1,

Investigacin 1es Rimas conanimales. Estaactividad remite alos maestros a laTarjeta de enseanzaintencional LL14, Ami burro le duele.

2010 Teaching Strategies, Inc. TeachingStrategies.com

Qu hacer

Secuencia de enseanza

El Currculo Creativo para educacin preescolar: Tarjetas de enseanza intencional

Preguntas para guiarsus observacionesHgase las siguientes preguntas al observara cada nio o nia:

Pudo reconocer y nombrar las palabrasque riman?

Pudo producir una palabra que rimacon una de las partes del cuerpomencionadas?

Prest atencin mientras usted repasabalos pares de palabras escritas en elpliego de papel?

Particip en la actividad cantandoen coro?

Aprendamos jugando Juegos relacionados

Hagamos rimas

Materiales: ilustraciones de las siguientes partesdel cuerpo y las palabras que riman: cabeza, cereza;nariz, lombriz; barriga, hormiga; corazn, buzn;garganta, manta; orejas, cejas; ojos, anteojos rojos;grabadora de audio

1. Invite a los nios a cantar la cancin A mi burro.Cante con ellos tantas veces como sea necesario para

que los nios se familiaricen con la letra de la cancin.

A mi burro, a mi burro le duele la cabeza, el mdico le manda jarabe de cereza. A mi burro, a mi burro le duele la nariz, el mdico le manda que mire una lombriz. A mi burro, a mi burro le duele la barriga, El mdico le manda que se coma una hormiga. A mi burro, a mi burro le duele el corazn el mdico le manda que mire en el buzn.

2. Recu erde a los nios que las palabras que riman

suenan igual al nal. D ejemplos de palabras queriman en la cancin (cabeza, cereza; nariz, lombriz;

barriga, hormiga; corazn, buzn). Invite a un nio onia a repetir rimas de la cancin.

Troy, oste otras palabras que riman en lacancin, adems denariz y lombriz?

3. Expl ique a los nios que van a inventar nuevosversos para la cancin. Muestre imgenes de otras

partes del cuerpo (p. ej., garganta, orejas y ojos) ynombres o ilustraciones de palabras que rimen conellas (p. ej., manta, cejas y rojos). Repita todas las

palabras con los nios y pdales que sealen lospares de palabras que riman.

S, Nolan, ojos y rojosriman. Podemos cantarla cancin con esas palabras. Qu les parecesi cantamos: A mi burro, a mi burro le duelenlos ojos. El mdico le manda que compreanteojos rojos.

4. Escriba las combinaciones de palabras que rimanen un pliego de papel. Use una grabadora de audiopara grabar a los nios cada vez que canten un nuevo

verso. Siga cantando con los nios mientras estninteresados en la actividad.

5. Expl ique que las grabaciones estarn disponibles enel rea de msica y movimiento y que podrn orlasdurante la hora de elegir actividades.

Para incluir a todos los niosGrabe dos o tres pares de palabras querimen, en la grabadora de un nio o nia.

Use accesorios relacionados con laspalabras de la cancin para que l os nioslos sostengan mientras usted habla dela rima.

Cuando los nios que aprenden unasegunda lengua le pidan nombrar un

objeto, pregnteles el nombre de eseobjeto en su lengua materna.**

D a todos los nios tiempo sufcientepara expresarse.**

LL14Msica y movimiento

Objetivo 15Demuestra conciencia fonolgica

Objetivos relacionados: 3, 9, 10, 11, 17, 34

A mi burrole duele...

AMARILLO Mientras cantan cada verso, pida a un nio o nia que seale una parte del cuerpo mientras

usted nombra la palabra que rima.

S, esa es la garganta. Cantemos: A mi burro, a mi burro le duele la garganta. El mdico lemanda bufandas y una manta.

VERDE Pida a un nio o nia que cante un verso con usted, pero dgale que van a cantar la palabra que

rima de una manera diferente, p. ej., ms fuerte, ms suave, ms rpido o ms despacio.

Ya sabemos que la parte del cuerpo en la cancin sern las orejas. Cuando sea el momentode cantar la palabra que rima conorejas (cejas), la cantaremos muy bajito.

VERDE Al cantar, omita el nombre de la parte del cuerpo y la palabra que rima. Ayude al nio o niasealando las ilustraciones para que l o ella diga las palabras al cantar.

Veamos si esta vez puedes cantar las palabras que riman sin mi ayuda.

A mi burro, a mi burro le duelen las ______. El mdico le manda que se pinte las _____.

Excelente! Me viste sealando lasorejas , y cantastecejas .

AZUL

AZUL Combine palabras que rimen y que no rimen. Anime al nio o nia a elegir la pareja de

palabras correcta para la cancin.

Aqu en la tabla tenemoscabeza y corazn. Estas palabras riman? No, las dos empiezan conc , pero no riman. Veamos el siguiente par de palabras.MORADO

MORADO Anime al nio o nia a crear varias series de palabras que rimen y a cantarlas de manera

independiente. Escriba los pares de palabras en el pliego de papel para revisarlas con l o elladespus de cantar.

Cantemos ahora todos tus versos. Veo que tambin pensaste en palabras que riman conpartes del cuerpo que no tenemos en nuestras tarjetas!

:

Mucho ms que una traduccin

Nuestros materiales en espaol

son cultural y lingsticamente

apropiados. Por ejemplo, en vez

de traducir Down by the Bay,

aqu usamos A mi burro, una

cancin tradicional en espaol.

Sample Pages


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Phonological awareness, or phonological sensitivity,is the ability to discern the sounds and patterns ofspoken language. As this awareness develops, childrenlearn to hear the separate sounds of oral language thatare blended in ordinary speech. For some children,distinguishing the parts of spoken language is difficultbecause it requires them to attend to the sounds ofspeech separately from meaning.

Phonological awareness is an important skillin learning to read. Children typically begin todemonstrate this awareness by about age 3, and theirskills improve gradually over many years (Snow,Burns, & Griffin, 1998). Phonological sensitivityis a strong predictor of later reading, writing, andspelling ability (National Early Literacy Panel,2004, 2008). Instruction that strengthens childrensphonological awareness has been shown to contributeto later reading success (Ehri et al., 2001; NationalEarly Literacy Panel, 2008). Children becomephonologically aware through experiences such asreciting poems, singing, and clapping the syllablesof chanted words (Adams, 1990, 2001; Carroll,Snowling, Hulme, & Stevenson, 2003; Strickland& Schickedanz, 2004). Phonological awarenessskills are typically learned in a particular order(Anthony, Lonigan, Driscoll, Phillips, & Burgess,2003). However, children acquire these skills in anoverlapping sequence rather than by mastering onelevel before the next (Dickinson & Neuman, 2006).

Children who are learning two or more languagesmust learn very different sound systems (Gonzalez,1998). Tey must distinguish English phonemesthat may not be part of their native languages. Achild may therefore have difficulty hearing and/orproducing the sounds of English.

Objective 15

Demonstratesphonological

awareness

15

Volume 5: Objectives for Development & LearningSupporting Phonological AwarenessDuring Day 1, Investigation 1 of the Balls Study , teachers are referred to Volume 5:Objectives for Development & Learning in order to obtain more information aboutsupporting childrens phonological awareness.


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8Volume 5: Objectives for Development & Learning

Objective 15 Demonstrates phonological awarenessa. Notices and discriminates rhyme

Not Yet 1 2 3 4 5 6 7 8 9

Joins in rhyming songs andgames

Hums along and joins inrandom words in rhymeSings with a group, One, two,buckle my shoe

Fills in the missing rhymingword; generates rhyming wordsspontaneously

Completes the rhyme in thephrase, The fat cat sat on the____ (mat).Chants spontaneously, Me, fee,kee, tee, lee, bee.

Decides whether two wordsrhyme

Do bear and chair rhyme?What about bear and goat ?Matches rhyming picturecards

Generates a group of rhymingwords when given a word

Says, bat, sat, lat, whenasked, What words rhymewit

creative_curriculum_touring_guide.pdf

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