Welcome to FasTrack Discoverers

FasTrack Discoverers is a multi-day program for children between the ages of

three and five. This teacher-led, highly interactive program will provide a firm
foundation for future academic growth in preschoolers. FasTrack Discoverers
was created using the FasTracKids philosophy of child centered learning through
a highly interactive program. The Discoverers program utilizes the important
elements of FasTracKids emphasizing the three C‟s of learning: maximizing the
child‟s creativity, communication skills and critical thinking skills. The utilization
of the Learning Station, which makes the FasTracKids brand unique, is evident in
every FasTrack Discoverers lesson.

It is imperative that state and local regulations governing preschool programs are
followed. Check with local licensing agents to insure that regulations are met.
The FasTrack Discoverers‟ curriculum has the flexibility to meet guidelines.

In this program, you will find lesson plans to stimulate a child‟s enthusiasm for
learning. The lesson plans are full of activities and suggestions for classroom
exercises and contains a complete outline for class structure. These are only
guides that act as a catalyst to stimulate the interest of the children. If students
want to know more about a certain subject, veer from the lesson plan and follow
the interest of the children. Any age appropriate activity can be inserted into the
structure of the class.

Use this manual as a guide to prepare for the Discoverers program.

FasTracKids Franchise Support Managers are always available to answer
questions and give additional guidance.

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Fastrack Discoverers educational approach

The writers of the FasTrack Discoverers program come from a distinguished

group of early childhood educators. They all hold their advance degree in
education and bring a wide variety of experiences and approaches to the
program. The writers, their degrees, and the educational approach used are as
follows:

Lorna Tamsett: MA from Colorado State University in Curriculum Development.

Brenda Natt: BA from Northeast Louisiana University in Speech Therapy. MA

from the University of Colorado in Early Childhood Education.

Geri Mendoza: BA from Colorado State University in Human Development. MA

from Regis University in Education.

Katrina Boykin: BA from Spelman College in Early Childhood Education. MA

from the University of Colorado in Early Childhood Education.

Toni Messina: BA from University of Arizona Human Development Montessori

Emphasis. MBA from the University of Phoenix.

Andi Dudeck: BA from University of Colorado in Elementary Education.

Dee McDonald: BA from Colorado State University in Political Science. MA

from Colorado State University in Curriculum Development.

Educational Approaches: For different styles of learning, there are different

approaches. The Discoverers program embraces several different styles.

Reggio Emilia: This approach came out of the arts society of Italy. The base of
this philosophy is creativity and the child being in charge of their learning. A key
to a successful Reggio Emilia approach is for the environment to be considered a
center piece of a child‟s learning.

The teacher‟s roll in this approach can be classified as a co-learner. If the

teacher is asked a question, they do not answer the question. Instead they
discover, along with the child, what the answer is in any resources available.

For More Information: The Hundred Languages of Learning by Carolyn Edwards

Montessori: This approach also came out of Italy. The main theory behind
Montessori is that children can be responsible for their own learning. Self-

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directed learning by the child allows the teacher to play more of an assistant role
instead of a lecturing role.

Although the Discoverers program does not use Montessori material, the
philosophy of the Montessori approach is woven throughout the curriculum.

For More Information: The Montessori Method by Maria Montessori

Project: A relatively new approach out of the United States. This approach
emphasizes a “community of learners”, where children are not only responsible
for their individual learning, but for the learning of those around them. There is
an emphasis on routines, classroom expectations, purposeful learning and
accountability for decisions made.

For More Information: The Project Approach: Making curriculum Come Alive by
Sylvia C. Chard

THE DISCOVERERS APPROACH

There are so many wonders in the world, children can‟t help but discover
something new. Discoverers is a multi-day program that utilizes material from
“Year Two” FasTracKids core curriculum in subject based lessons. Using the
FasTracKids Core program, our curriculum team developed activities for children
3 - 5 years old. These lesson plans will enable children to improve their
communication and language skills. Children are also introduced to activities that
improve literacy, phonics, math and music knowledge while having fun.

Due to the addition of the phonics component, every school year begins with
month 1 and proceeds through month 11. Children will be introduced to the
alphabet in order beginning with the letter A and proceed throughout the year.

DISCOVERERS PROGRAM OVERVIEW

Month 1 Theme: Grow With Me

FTK Subject : Biology

Wk 1: plants, animals, habitats
Wk2: Plant Kingdom
Wk 3: Animal Kingdom
Wk 4: Human Body

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Month 2 Theme: Beep, Bop, Zoom: How Things Work

FTK Subject: Technology

Technology
Wk 1: Technology at Home
Wk2: Medical Technology
Wk 3: Transportation
Wk 4: Technology & Computers

Month 3 Theme: The Best I Can Be

FTK Subject : Goals and Life Lessons

Goals & Life Lessons
Wk 1: Goals for Life
Wk2: Feelings
Wk 3: Friends and Family
Wk 4: Responsibility

Month 4 Theme: Math Magic

FTK Subject: Mathematics

Mathematics
Wk 1: Numbers in our Daily Lives
Wk2: Basic Geometric Shapes
Wk 3: Size and Patterns
Wk 4: Time and Measurement

Month 5 Theme: Molecules, Magnets and Mystery

FTK Subject: Natural Science

Wk 1: Buoyancy
Wk2: Molecules
Wk 3: Magnets & Static Electricity
Wk 4: Why Things Float

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Month 6 Theme: Listen Up!

FTK Subject: Communication

Wk 1: History of Communication
Wk2: How We Communicate
Wk 3: Communicating Effectively
Wk 4: Many Ways of Communicating

Month 7 Theme: Imagination Station

FTK Subject: Creativity

Wk 1: Imagination
Wk2: Creativity and Art
Wk 3: Creativity in the World Around You
Wk 4: Problem Solving

Month 8 Theme: 3-2-1 Blast Off

FTK Subject: Astronomy

Wk 1: The Sun and Stars
Wk2: The Planets
Wk 3: Flying
Wk 4: Space Travel

Month 9 Theme: ABC Read to Me

FTK Subject: Creative Literature

Wk 1: Both Sides of the Story
Wk2: Emotional Expression
Wk 3: Facts, Feelings and Fantasy

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Wk 4: Creating Stories

Month 10 Theme: Lights, Camera, Action

FTK Subject: Speech, Drama, Art

Wk 1: Create your own drama
Wk2: Expressive Drama
Wk 3: Cinema & Television
Wk 4: History of Theatre & Drama

Month 11 Theme: Money Business

FTK Subject: Economics

Wk 1: Modern Business World
Wk2: Children & the Economic World
Wk 3: Earning & Spending
Wk 4: Market Survey

Discoverers DVD

There will be eleven DVDs (one per month) for the entire Discoverers curriculum.
Begin with month 1.

After opening the folder with the subject for the month, open the folder entitled
support documents. These are the documents needed to prepare for the
Discoverers lessons. There is a lesson plan folder which contains all the teacher
tips needed to conduct the class as well as a folder containing the handouts that
will be used for the month. These lesson plans are a thorough reflection of
activities that are age appropriate for children. Although there is extensive
expertise involved in the creation of these lesson plans, instructor creativity is a
vital part of a healthy classroom. As preparations begin for classroom
instruction, it is vitally important that the instructor insert activities and elements
that they are comfortable implementing and ensure that the lessons they deliver
to the children are uniquely reflective of their classroom.

In order to view the Learning Station activities, select the FTK_Launcher icon.
This will open to the Home screen for FasTrack Discoverers. Make the selection
for the particular week, day and activity to be shown on the Learning Station.

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Activity Selection:

Learning Station: The Learning Station Activities for Days 1,3,5 are theme
based activities utilization FasTrack Tots materials. This Learning Station portion
is fairly short in order to reflect the attention span of these young learners. The
Learning Station Activities for days 2 and 4 revolve around a story. These stories
revolve around children in other countries. The stories are short and easy for the
students to remember. This element was written into the program in order to
share with children that there are other FasTrack children all over the world that
enjoy similar activities although they may live a far distance apart.

Songs: This element allows a Learning Station to lead the children through a
variety of rhymes and songs. Children will enjoy the interaction with the Learning
Station teacher. Encourage children‟s spontaneous interactions and have them
sing and move with the Learning Station teacher. Use this portion of the lesson
on Days 1,3,5. On alternating days select the Literacy Link activity. The song
menu consists of buttons 1-35. Those buttons correspond with the following
songs:
Song Selection
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Button Song Button Song
1 The Hello Song 18 The Muffin Man
2 Three Little Monkeys 19 Days of the Week
3 Hot Potato 20 The Alphabet Song
4 I Caught a Fish 21 Bingo
5 If You‟re Happy 22 Fireman, Fireman
6 The Rainbow Song 23 A Sailor Went To See
7 The Color Boogie 24 The Hokey Pokey
8 Head and Shoulders 25 Knock, Knock
9 Clap Your Hands 26 Rain, Rain Go Away
10 Teddy Bear 27 Pease Porridge Hot
11 Eeny, Meeny, Miny, Mo 28 Old MacDonald
12 Eensty Weentsy Spider 29 Skidamarink
13 Little Green Frog 30 Who Stole the Cookie?
14 Where is Thumbkin? 31 Hickory, Dickory Dock
15 Here is the Beehive 32 Walking, Walking
16 The Farmer in the Dell 33 The Mulberry Bush
17 London Bridges 34 One, Two, Buckle My Shoe
35 Ring Around the Rosie

Literacy Links: Research has shown that the size of a child‟s vocabulary upon
entering school is a great reflection on later school success. The literacy link
component creates an opportunity for children take an active role in book reading
thus increasing the size of their vocabulary. Day 2 selection of the Literacy Link
activity will bring a wordless book onto the Learning Station screen. The
instructor will guide the class through this activity by asking open-ended
questions regarding what is seen on the screen. Teachers will engage in
dialogue that promotes the use of new and rare words for the children. Selecting
the Literacy Link activity for Day 4 will allow the Learning Station to display the
same book as seen on day 2, but this book now has text. The instructor will read
aloud at a pace that is comfortable to the majority of the children in the
classroom. It is suggested that the instructor follow along the text with a pointer
as it is being read. This helps children clarify the concept that print goes from left
to right when reading the English language. The addition of text to the book also
lets the children know that print carries meaning. There are two comprehension
questions at the end of the book to help children use their summary skills. As
children advance through these books, some children may begin to read the
words from the Learning Station on their own.

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Schedule of the day
Each class will follow the same schedule of the day.
Welcome Time 30 min.
Welcome Circle 20 min.
FTK Learning Station 20 min.
Snack Time 20 min.
Movement 20 min.
Academic Stations 10 min.
FasTrack Music 20 min.
Creative Time 20 min.
Closing Circle 20 min.

The Teacher‟s Guide is located at the end of this manual. The guide gives clear
directions regarding the implementation of the schedule for the day. Throughout
the curriculum the statement „refer to Teacher‟s Guide‟ occurs. This is an
invaluable guide as you conduct your Discoverers class.

Teacher Preparation: The amount of content provided in the lesson plans

should enable the teacher to prepare for class in a limited amount of time.
Instructors may adjust certain activities, but in general the content is complete for
implementation thus decreasing the overall preparation time needed. An
instructor should spend no more that five hours a month in preparation time.
The teacher is encouraged to review and prepare lessons a week ahead of time.
This allows time for materials to be purchased and any other type of preparation
needed to feel confident about the learning that will happen in the classroom.
When starting to prepare for a new month, the teacher should read the four
Weekly Overviews for the month. This will give the instructor the context for the
entire month and an understanding of the all the information that will be covered
in each month. Children enjoy repetition and the ability to practice a skill. Many
of the activities have a similar structure and design. This will help children gain a
feeling of competence and success. For example, the circle game, Duck, Duck,
Goose is played quite often. Children might be asked to substitute “Duck, Duck,
Goose” for “Alien, Alien, Astronaut”, but the same concept exists. If you find a
certain game or song that children find fun and exciting, include it into to
curriculum. The important thing is that children are learning and having fun while
they do so.

Monthly layout of preparation:

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 Monday Tuesday Wednesday Thursday Friday Saturday

Week 1 Prepare for week 2 (1 hour)

Prepare for week 3 (1 hour)

Week 2
Prepare for week 4 (1 hour)
Week 3 Prepare for next month‟s theme (1 hour)

Week 4 Prepare for week 1 of following month (1 hour)

Classroom Set up and Basic Equipment: In order to run the Discoverers

program, you may need to make a few modifications to your current FasTracKids
classroom. The Learning Station is still an element of the program, so your
classroom must be outfitted with the SmartBoard.

The teacher has the ability to create a room layout that is most effective for the
class, at their discretion. The following layout and equipment suggestions are
guides that may aid in the implementation of the classroom set up. These are
only suggestions and substituting items for what works best in your environment
and for your children is acceptable.

It is strongly recommended that a defined area be set up for “Welcome” and

“Closing circle”. This area can be defined by a carpet for the children to sit on.

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 Early Enrichment Set Up – Mobile Tables & Shelves for “Theme” Areas

Student Cubbies Months of the Year

(Birthday Wall)

Exploration Table - Manipulatives Blocks

(Shapes, Colors, Math, Science) Legos

Counting Train,Alphabets
Calendar, Weather Map
Table

Shelves, Toy Buckets

Learning
Station

Activity Area Rug

(Circle Time, Music,
Math/Letter Games)

Book Art Table,

sel
Snacks
Table

Ea
Dramatic Play
(Stage, Kitchen,
Bathroom Store, etc.) Holiday Theme Wall

General Room Furnishings

*Tables (kidney-shaped, round and or rectangle – enough sitting space for
children to do table-top activities, at least two tables)
*Chairs (child-size, enough for each child, one adult-sized chair as needed)
*Cubbies, hooks and/or baskets for each child‟s belongings
*Carpeting or rug to gather children on, enough space for children to sit “criss-
cross applesauce” (legs are bent at knees and crossed over so that children
have good posture and are comfortable)
*Bulletin boards, on wall and/or portable to be decorated by children‟s artwork
and commercial decorations
*Boxes/plastic tubs and/or cabinets to store needed supplies and equipment
*First aid kit
*CD/tape player

Block Area
*Beginning set of 80-100 wood blocks in assorted sizes (choose smoothly
sanded hardwood blocks that have been treated)
*Variety of wood/plastic vehicles
*Variety of wood/plastic animals and people
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Manipulatives
*Wood puzzles (toddlers need puzzles that have four to five pieces and each
piece is complete, i.e., each piece is an animal or food item; children ages 3-5
need 5-12 piece puzzles that each piece contributes to making a scene or object)
with puzzle rack or tub to contain finished puzzle.
*Floor puzzles (box gives recommended age)
*Pegboards and pegs – wood or plastic
*Legos (classroom set for 3-4 children to manipulate), Lego table is optional
*Attribute shapes with master pattern sheets for children to duplicate
*Wood cube blocks with master pattern sheets for children to duplicate
*Sewing cards
*Geo-boards and rubber bands with master pattern sheets for children to
duplicate

Sand and Water Play

*Commercial sand/water table with cover (can provide large plastic tubs)
*Shovels, pails, molds, funnels, sieves, cups and containers
*Playground sand (sold at hardware stores)
*Variety – storage tubs with lids of mixed dry noodles, or variety of dry beans, or
rice, or oatmeal, or cornmeal

Science
*Magnifying glasses
*Variety of magnets - balls, wands, horseshoe-shaped, bars
*Globe, map of country where school is located, map of continent, map of world
*Color paddles
*A living plant

Pre-Academics
*Classroom calendars with removable numbers and a weather chart
*Magnetic letters (uppercase and lowercase) and numbers, small magnetic
boards or chalkboard to place on
*Large white board on easel or wall or small white boards, dry erase markers or
washable markers
*Lotto games of numbers and/or letters
*Shelf or table to display books

Art
*Washable markers, broad and thin
*Crayons, broad and thin
*Wood pencils
*Child-size scissors

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*Glue bottles and glue sticks
* Paint brushes, broad and thin
*Smocks
*Paints – tempera, water colors
*Tape - masking and scotch
*Hole Puncher
*Stapler
*Variety of paper – construction, newsprint, Manila paper, newspaper, old
magazines, scratch paper, crepe paper
*Easel

Gross Motor/Movement
*Hula hoops
*Variety of sizes of bean bags (different weight, shapes, stuffed with beans or
rice) with containers to throw in, i.e., trash can, bucket, laundry basket, hula
hoops, commercial bean bag board.
*Variety of balls to toss and catch, dribble, bounce, kick.
*Tumbling mat (can use large, thick beach blanket or sheet towel)
*Ring toss

Cooking
*Toaster oven
*Variety of large and medium plastic mixing bowls
*Large mixing spoons
*Measuring cups and spoons
*Paring knife
*Cookie sheet, cupcake tin
*Non-stick cooking spray
*Wind-up timer
*Pot holders
*Strainer
*Grater
*Hand operated can opener
*Strong, serrated plastic knives for children to use

Please note that this materials list is not extensive, nor are the items required to conduct
the Discoverers class.

Teacher’s Guide:
This Teacher‟s Guide has been developed to provide a clear understanding of
how the curriculum is designed. Activities that are utilized throughout the
curriculum can be found in this teacher‟s guide.

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 Welcome Time: Transition & Socialization 30 minutes

Greet the
Children As children arrive to the Center, greet the children warmly.
 Call the child by name. Make sure you are at the
child‟s eye level when greeting them.
 Ensure parent signs the „Sign-In‟ sheet
 Ensure the child‟s belongings are in the appropriate
place (i.e. coats on hangers, personal items in child‟s
cubby, any food items documented and refrigerated as
required).
 Document any special requirements that the parents
might communicate
 Encourage the child to greet the other children and
begin a short free play and socialization period until all
children have arrived.

Suggested It is recommended that a manipulative be set-up when the

Station children arrive. This suggested manipulative will reinforce a
Set-up: portion of the lesson for the day. Although the instructor will
monitor this area, this is the time for children to engage in
free exploration and self-learning. There are occasional
activities that need teacher supervision or monitoring. This
station set-up is at the discretion of the Center.

Transition All transition songs or chants are optional. It is important to

Song/Chant: note, that transitions can be very difficult for young children
and a simple song will prepare the child for the next activity.
We recommend a consistent song to encourage the children
to help clean-up and move to the „Welcome Circle‟ area. In
addition, self-esteem and self-confidence are instilled when a
child recognizes and prepares for the next activity. Refer to
the Song/Chant guide at the end of this manual for
suggested songs or chants.

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 Welcome Circle: Creative Expression 20 minutes

Welcome Song: „FasTracKids Welcome Song‟ is recommended to start the

5 minutes day. This is found in the Song and Chant Guide

Topic for the Day: Questions that you can ask the children to set the stage for
5 minutes the day will be provided. This time is meant to include the
children in a small group discussion (reinforce
communication skills) and to gain an understanding of the
children‟s level of knowledge on the subject to be taught.
This is also the time to identify the helpers of the day and
read a book aloud. The Discoverers curriculum uses Year 2
of the Core curriculum. Often it is suggested that some
material from the Core Year 1 is used in order to build
context for what children will be doing that day. This occurs
infrequently, but is suggested in the Lesson plans when to do
so. It is also at this time that any vocabulary words or
concepts children are unfamiliar with but that occur during
the Learning Station activities by introduced.

Calendar & It is strongly recommended that the calendar and weather be

Weather reviewed on a daily basis. This could be through a song
10 minutes format and/or a participative game with the children.

Transition See above note on transition song/ chant

Song/Chant:

FTK Learning Station: Science & Creativity 20 minutes

FasTracKids All Learning Station activities are taken from the Year 2 Core
Lesson: curriculum.
5 minutes
Learning Station Each daily lesson will expose the children to a concept or
idea, then an activity will follow that will reinforce the concept
or idea being introduced.

Please note: For parent discussion and understanding, the

Discoverers program does not replace the FasTrack Tots or
FasTracKids core curriculum. It is designed to expose the
children to an academic subject, is clearly a subset of the
above mentioned curriculum, and prepares the children for
additional participation in either of these programs. Centers
may simultaneously run the Year 1 FasTracKids program in
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 order to expose children to new materials surrounded a
specific subject.

Reinforced This section may be a hands-on activity, experiment, or

Activity: role-play.
10 minutes
Clean-Up /Song: We encourage an environment where the children participate
5 minutes in clean-up activities. This song will remain consistent. The
song will give the children a signal that the activity is ending
and that we are moving onto another activity.

Snack Time: Socialization 20 minutes

Wash Children are directed to wash hands and encouraged to go to

Hands/Potty the bathroom at this time. Although children of this age are
Time: encouraged to take care of bathroom responsibility at any
5 minutes time during the day, this time will serve as a reminder for
children. Also, all children need to wash hands before snack.

Snack An appropriate and healthy snack should be provided to the

15 minutes children. It is recommended that any children‟s allergies be
posted and these foods be eliminated from being served to
any children. It is also recommended that you take
advantage of decision making skills, counting and color
recognition during snack time (i.e. Which snack would you
like, apple slices or cheese? How many slices of apples do
you have? You‟ve eaten one slice, how many slices do you
have left? What color is your cheese?) Make this time as
interactive and conversational as possible. A weekly cooking
snack activity is suggested in the curriculum.

Movement: Gross Motor 20 minutes

Movement Activities are provided to develop student‟s large motor skills.

Activity: Tossing balls and bean bags, parachute activities and games
20 minutes are suggested to aid children‟s coordination. Often, a yoga
activity is suggested during this time. There are various
websites that demonstrate yoga poses and stances. There
are also many books that embrace childhood yoga such as
My Daddy is a Pretzel by Baron Baptiste. Select activities
that are appropriate for the children in your classroom.
Materials:
What to do:

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 Academic Stations: Language Literacy & Math 10 minutes

Phonics Activity
and Math Activity: Math and phonics activities will alternate. It is recommended
that children are split into two groups and have each teacher
10 minutes lead a small group. Some activities will need more teacher
direction depending on the age of the students. Due to the
vast age and ability level of children at this age, this section
does not include a Learning Station portion. There are many
websites available for math and phonics to be displayed on
the Learning Station. Explore sites and select those that are
appropriate for the children in you class.

Transition See above notes on Transition Song/Chant

Song/Chant:

Music Time: (Days 1,3,5) 20 minutes

The Learning station is utilized during this portion of the class. Select a song
from the FasTrack song menu and allow the children to move and sing with the
FasTrack instructor on the Learning Station.
Song Selection

Button Song Button Song

1 The Hello Song 18 The Muffin Man
2 Three Little Monkeys 19 Days of the Week
3 Hot Potato 20 The Alphabet Song
4 I Caught a Fish 21 Bingo
5 If You‟re Happy 22 Fireman, Fireman
6 The Rainbow Song 23 A Sailor Went To See
7 The Color Boogie 24 The Hokey Pokey
8 Head and Shoulders 25 Knock, Knock
9 Clap Your Hands 26 Rain, Rain Go Away
10 Teddy Bear 27 Pease Porridge Hot
11 Eeny, Meeny, Miny, Mo 28 Old MacDonald
12 Eensty Weentsy Spider 29 Skidamarink
13 Little Green Frog 30 Who Stole the Cookie?
14 Where is Thumbkin? 31 Hickory, Dickory Dock
15 Here is the Beehive 32 Walking, Walking
16 The Farmer in the Dell 33 The Mulberry Bush
17 London Bridges 34 One, Two, Buckle My Shoe
35 Ring Around the Rosie
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The FasTrack music program can also be utilized during this portion of the class.
A suggested schedule if FasTrack music is used is found below:

FasTracKids Day 1: FasTrack Music lesson – first 15 minutes

Music:
20 minutes Day 2: FasTrack Music lesson continue from Day 1
for 15 more minutes

Day 3: FasTrack Music lesson – last 15 minutes

FasTrack Music welcome song to be sung at
Literacy Time: the beginning of each lesson, but , skip the
good-bye song.

Days 2 &4
This is an important time where children can increase their
expressive vocabulary. On Day 2, children will be exposed
to a wordless book via the Learning Station. Children will be
encouraged to create a story that is uniquely created by
them. Children may work as individuals or in groups. The
instructor asks open-ended questions to help draw out the
child‟s creativity and imagination. Instructors will be able to
write the story on the Learning Station using virtual markers.
At the end of the book, the children will have an opportunity
to draw their own story on their own.

Day 4 the children will see the same story, but text has been
added. The instructor will read the story to the children
following the print with either their finger or a pointer. This
will help children understand that print carries meaning and
that directionality of the print is important. At the end of the
story are two comprehension questions in order to ascertain
if children understand the print on the page. Instructor‟s may
want to compare the child created stories from day 2 with the
story presented on day 4.

Creative Time: Culture & Art 20 minutes

Creative Activity: This is a time for children to express themselves through the
20 minutes use of many artistic media. Children may sing, dance, sew,
draw or paint during this time. There may be handouts for
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 children to use during this time, but frequently the artistic
endeavor is left open for the children to express without the
hindrance of worksheets or prepared materials. As an
instructor, it is imperative that children are allowed to
produce their own work and not a duplication or replica of
what they see an adult creating. Never create an art project
for a child. If a child designs a dog without eyes or tale, it is
a valuable work of art and reflective of the child‟s
development.

It is during this time that any community, social or celebratory

activity should be substituted if relevant.

Clean-Up: See above notes on Clean-Up

Transition See above notes on Clean-Up

Song/Chant:

Closing Circle: Creative Expression 20 minutes

Review of Key learning points from the day‟s activities are provided. We
Learning & Next recommend that you set the stage for the next session by
Day‟s Activities: communicating some of the activities you will be doing.
5 minutes Acknowledge any of the helpers for the day.

Closing Story: We will recommend a book that aligns to the overall lesson of
5 minutes the day to use at your discretion. This will often be the same
book that is recommended during Welcome Circle. These are
only recommendations. Visit the local library for other books
that align with the educational theme of the month.
Closing Song: „FasTracKids Good-Bye Song‟ will always be recommended
5 minutes to bring closure to the day.
Get Ready to Go Direct the children to gather their things together and place in
Home their backpack or bag to go home.
5 minutes
Parent Tip

Reinforced This is a recommended activity for parents to do with their

Activity child. Instructors can have this activity posted where
parents sign in and out or tell the parents verbally how
they can continue their child‟s learning at home.
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Rhyme and Song Chart

These fun songs are used continuously during the Explorers class. These are simply
suggestions and encourage creativity to produce songs that will reflect the uniqueness of
your classroom.

Transition LET’S ALL HELP

Song(s): Tune: “Frere Jacques”

Let’s all help.

Let’s all help.
Pick up toys.
Pick up toys.

Then when we are done.

We’ll have lots of fun.
Let’s all help.
Circle time is now.

Welcome Circle: Creative Expression

Welcome Songs: WELCOME FASTRACKIDS WELCOME EVERYONE

Tune: “London Bridges” Tune: "Twinkle, Twinkle Little
Star"
FasTracKids are here today, here
today, here today Welcome, welcome, everyone.
FasTracKids are here today, let’s Now, it’s time to have some fun.
all greet them. First we'll talk our hearts away
Then we'll start our busy day.
(STUDENT’S NAME) is here Welcome, welcome, everyone.
today, here today, here today I'm so glad that you have come!
(STUDENT’S NAME) is here
today, let’s now greet them.
(SAY “HELLO” AND WAVE
TO STUDENT.)

(Repeat the second verse using

each child’s name.)

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 MARY'S HERE TODAY HELLO CHANT
Tune: "The Farmer In The Dell" Hello, Hello
How are you today?
Mary's here today, Mary's here Hello, Hello
today. Won't you come and play.
Let's all clap our hands and say.
Hip, hip hurray! For an international flavor, you
can also chant this in other
(Repeat the verse using each languages
child’s name.) Maybe chant a new one each
week. Substitute the words for
"hello" in the chant.
Such as:

French - Bon jour, Bon jour

(bon - jhur)
Spanish - Hola, Hola (oh-la)
German - Guten tag, Guten tag
(goo-ten-tog)
Italian - Ciao, Ciao (chee -ow)
Chinese - Nihao, Nihao (nee-
how)
Japanese - Konnichiwa,
Konnichiwa (koh-nee-chee-
wah)
Vietnamese - Chao, Chao
(chow)
Hebrew - Shalom, Shalom (sha-
lome)
Arabic - Marhba, Marhba (hah-
bah)
Korean - Annung, Annung (ahn
noyong)

Transition
Song(s):

READY TO LEARN?
Tune: “Frere Jacques”
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 Are you ready?
Are you ready?
FasTracKids?
FasTracKids?

The Learning Station is ready.

The Learning Station is ready.
Let’s all learn.
Follow me.

FTK Learning Station: Science & Creativity

FTK Learning
Station Songs:
Transition IT’S TIME TO CLEAN-UP
Song(s): Tune: “The Farmer In The Dell”

It’s time to clean up now.

It’s time to clean up now.
Heigh-ho, just watch us go.
It’s time to clean up now.

We’ll put our things away.

We’ll put our things away.
Heigh-ho, just watch us go.
We’ll put our things away.
Jean Warren

Snack Time: Socialization

Wash Hands/Potty
Time:
5 minutes
Snack
15 minutes

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 Academic Stations: Language Literacy & Math
Math Songs: THIS OLD MAN
Tune: “The Old Man”

This old man, he tapped one

Great big beat on his drum,
With a great big tap, oh what fun!
This old man, he tapped one.

This old man, he tapped two

Great big beats on his shoe.
With a big tap, tap, right on his
shoe,
This old man, he tapped two.

This old man, he tapped three

Great big beats on a tree.
With a tap, tap, tap, right on the
tree,
This old man, he tapped three.

This old man, he tapped four

Great big beats on the floor.
With a tap, tap, tap, tap right on
the floor,
This old man he tapped four.
Jean Warren,
Adapted Traditional

Phonics Songs:
Transition IT’S TIME FOR MUSIC
Song(s): Tune: “Jack Be Nimble”

Kids be nimble.
Kids be quick.
Now it’s time for FasTrack Music!

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 Music Time: Music & Movement

Music Time
Songs:
Transition
Song(s):

Creative Time: Culture & Art

Creative Time THE STICKS ON THE

Songs: DRUM
Tune: “Wheels On The Bus”

Oh, the sticks on the drum go

up and down.
Up and down, up and down.
Oh, the sticks on the drum go
up and down.
All through the town.

Oh, the sticks on the drum go

rum, tum, tum.
Rum, tum, tum, rum, tum,
tum.
Oh, the sticks on the drum go
rum, tum, tum,
All through the town.

Transition RING, RING, RING YOUR IF YOU’RE READY FOR A

Song(s): BELL STORY
Tune: “Row, Row, Row Your Tune: “If You’re Happy And You
Boat Know It”

Ring, ring, ring the bell If you’re ready for a story, come
So everyone can hear. sit down.
Time to gather round the bell If you’re ready for a story, come
Circle time is here. sit down.
Jean Warren Let’s all gather near, so everyone
can hear.
(Sit at circle time area. Give a If you’re ready for a story, come
bell to the first child to join sit down.
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 you. Have them ring the bell Jean Warren
while you sing the song
above.)

Closing Circle: Creative Expression

Good-bye Song: FasTracKids Good-bye Song

Tune: “The Ants Go Marching
Two-by-Two”

The FasTracKids all say good-bye,

good-bye, good-bye
The FasTracKids all say good-bye,
good-bye, good-bye
The kids all smile, they’ve had a
great day
They all stop to shout – Hip, Hip,
Horrah
And they all say good-bye – good,
good-bye
Good, good-byeeeeeeeeeee.

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