Art and Fine Motor

March 2nd – 6th.

Each Child was given the red strips of paper, white strips of paper, white circles of paper, blue full sheets of paper, Markers,

and glue and asked to create The Cat and his name with the letters of their name in a pattern.

Domains:

 Cognitive

 Fine Motor

 Math

 Language

Objectives:

 Children will demonstrate fine-motor manipulative skills

 Children will follow directions

 Children will show persistence to carry out activity.

 Children will create a pattern

 Children will count the letters in their name

Emma counts out the number of strips she will need

Sparsh and Wyatt follow the directions to create The Cat in the Hat.

Summerlin says “I have to count the letters in my name first!”

Evaluation
 I felt the activity went very well students were successful, eager, and engaged. I had a lot of students

chose to do art and I was surprised seeing some children who never show interest join us. Some students chose to

extend it further by including their last name. If I was to change this activity, I would have had name cards written

out to make it easier for each student to count each letter in their name. I would
 Construction
March 2nd – 6th.
The children were given Red solo cups and paper and encouraged to build with materials given.

Domains:

 Fine Motor

 Math

 Language

 Social

Objectives:

 Children will demonstrate fine-motor manipulative skills

 Children will show persistence to carry out activity.

 Children will work cooperatively with their peers.

 Children will explore and develop beginning engineering skills.

Adam built a tower out of cups and a castle of cups.

 Jackson while building said “I wonder if I can make it as tall as me.”

Evaluation
Students were able to build various towers and structures using only the materials provided. Students

challenged themselves to be persist and build taller or stronger structures then they previously had. Students

showed fine motor skills. Students explored and developed beginning engineering skills. Students worked

cooperatively with peers. Students respected the materials and used them as intended.

I felt that overall the activity was successful, and I would make very few changes because I believe

e\construction activities are better open ended. I may consider adding a blue paper and white crayons to

encourage children to create blueprints of what they planned to build. I may also consider having picture example

or challenge the students to build structures of certain height to encourage more students to build.

Dramatic Play
 March 2nd – 6th.
Children were given the opportunity to work at a Dr. Seuss Green Eggs and Ham themed restaurant.

Domains:

 Social

 Math

 Language

 Literacy

 Gross and Fine Motor

Objectives:

 Children will begin to understand the adult role of running, working or going to a restaurant
 Children will play cooperatively with peers
 Children will engage in sociodramatic play

Ellis takes Nami’s order for the restaurant.

 Emma while working the cash register says “That will be five dollars for the ham.”

Evaluation

The children were able to play cooperatively with their peers in sociodramatic play.

Children were able to count money, take orders, deliver food and begin to understand the adult

role of running, working or going to a restaurant. If I was to change anything, I would have liked

to provide more dress up clothes the students were not engaged by the aprons I provided.

Students still engaged at the dramatic play center, but I would have liked it to be a little more

popular.
 Science
March 2nd – 6th.
During large the children were asked to make observations and predictions on if objects would float or sink in Oobleck.

Domains:

 Social

 Science

 Language

Objectives:

 Children will show curiosity and motivation

 Children will participate in making predictions.
 Children will be able to discuss their predictions.

The children participate and in large group experiment

 Max makes a prediction that the coin will sink.

Evaluation
The children were able to make predictions about what they thought would happen and why. Students

were curious and actively involved in the lesson. We only had they minor setback of needing a bigger taller

container for the experiment to make it easier for students to see the sinking and floating of each object. Overall

students and I enjoyed the experiment.

Math
 March 2nd – 6th.
In small group children were given a graph, crayons, and goldfish and were asked to sort them and identify which color they

had the most of and least of.

Domains:

 Social

 Math

 Cognitive

 Language

Objectives:

 Children will show curiosity and motivation

 Children will participate and be able to discuss mathematics
 Children will be able to use simple mathematical language and quantity related words.

Wyatt and Elliot sort the goldfish by color.

 Amelia while sorting says “I definitely have more yellow fish!”

Jack sorts the fish and says “I only have five green fish.”

Evaluation

The small group was very successful student were excited about math and the outcomes.

Students made predictions a used mathematical term. Students were able to do identify quantities and

determine what colors they had the least or most of. I believe this was such a hit that I don’t thing I

would change the lesson but rather I would leave these out for choice time to allow for more

exploration.

Movement and Music/Gross Motor

 March 2nd – 6th.
During large group students were taught the song The Rhyming bridge to the beat of the London bridge then students were

asked to stand up, sing it and dance while going around in a circle. Two students started as the bridge and dropped it after

we sang “my fair lady.” The person caught would have to give two rhyming words and they would become one part of the

bridge.

Domains:

 Literacy
 Gross motor
 Language
 Social

Objectives:

 Children will be able to work cooperatively in a group

 Children will rhyme identify two words that rhyme.

During large group student danced and sung Rhyming bridge with their peers.
 During Group Adam and Jackson caught Reagan and she said “Cat and Sat Rhyme!”

Evaluation

The large group was a success in my opinion. Students were excited about the activity and it really tested

knowledge and understanding of rhyming. Almost every student was able to identify two words that rhyme.

Students were able to work cooperatively as a group. The students being the bridge did have some trouble gently

catching their peers so we had to make an adjustment of a teacher being one side of the bridge to allow for the

situation to be more controlled. The teacher being added wasn’t the only challenge though many students were

not involved in the singing the first time around so I would have liked to spend more time teaching them the lyrics

so they were more comfortable.

Cooking
 March 2nd – 6th.
During large group students were shown a recipe for Oobleck. We talked about measurements and ingredients. Students

were able to help make it and were encouraged to make predictions.

Domains:

 Literacy
 Fine motor
 Language
 Social
 Math

Objectives:

 Children will participate cooperatively in group.

 Children will begin to understand and demonstrate their understanding of how numbers can be used to label various
aspects of their lives
 Children will show awareness that things in their environment can be measured.

During cooking Colleen helped measure out a cup of water and helped pour it into the mixture.
 After cooking Hiro explored the Oobleck and said “First it’s like water but then like slime.”

Evaluation

The cooking activity was fun and engaging for students which I found to be successful. Students

were able to help make it and were thrilled that it would be available to them all week to play in and show their

parents when they came in. The children did participate cooperatively in group. Students showed that they

demonstrate understanding of how numbers can be used to label various aspects of their lives in things such as

cooking. Students also showed that they are aware that things like water and corn starch can be measured.

I would make a couple future changes for this activity despite all its successes. I let that smaller groups

would have given students more opportunities to help and get some hands-on experience. I also feel the container

I chose was not ideal for Oobleck only because it made it hard to see. I also would have liked to produce a bigger

quantity to allow for more students to explore it at once.

Field Trip/Guest Visitor

 March 2nd – 6th.
During large group Cat in the Hat came to the classroom to be a guest reader and help get students excited about a week of

learning about Dr. Seuss and his many stories. The Cat read Dr. Seuss’s The Cat in the Hat and explained his character

development to the children. The students played the game during the story where they put their hands on their heads

when they heard a rhyme.

Domains:

 Literacy
 Fine motor
 Language
 Social

Objectives:

 Children will make predictions about what will happen in the text
 Children will talk about preferences for favorite authors, kinds of books, and topics and question the content and
author’s choices
 Children will participate in rhyming

During large group the Cat in the Hat read to The Cat in the Hat story to students.
 Amelia asked the cat “Are you real or just a character?” and “Why wear such a tall hat?”

Evaluation

The visit from the Cat was very exciting for students and even though it happened on Monday

they continued to talk about all week. The visit also made the students more interested in the Dr. Seuss book

because they were excited about rhyming and wanted to hear more about The Cat in other stories. Students

pointed out how the cat was right he was on the spine of every book and it started some great conversations and

exploration.

Overall, I thought the visitor was very fitting for the week and students really enjoyed it. I would only

make two future changes to the visit. I would like to have someone else dress up as the cat to like maybe a parent

or someone they don’t know to cause more intrigue. I would have liked the cat to maybe have a mask or make up

if it were to be again but I had not this time just out of fear students maybe frightened or that I would not be able

to make that quick of a change.

Language
 March 2nd – 6th.
During small group the teacher will assign who goes first, five cards per student and game pieces to avoid conflict. The

students on their turn will pull a card from their deck with a picture and must identify the picture and letter it starts with

and find that letter on the game board and move their game piece there.

Domains:

 Literacy
 Fine motor
 Language
 Social

Objectives:

 Children will identify and associate letters with letter names and sounds.
 Children will show process in listening to and following directions

During small group students pull picture cards and have to match it the letter it starts with.

Language samples

“I have a bucket! Ba is a B so I move here!”-Colleen

“Ssssock is starts with S sound!”-Jackson

Evaluation
 The small group activity was engaging, and students were eager for their chance to play the

game. Students were able to identify and associate letters with letter names and sounds. Students were ale to

follow the directions and play the game cooperatively with their peers. I believe the only future change I would

make would be to make more challenging beginning sounds and make sure the children did not get the cards with

the letter on the top of the picture just the picture cards. I would have liked to get more pictures and taken more

language samples but to do so I would have needed to have the game out for choice times to allow for more

opportunities to play.
 Literacy
March 2nd – 6th.
The Children will be given a variety of materials and encouraged to write cards for Dr. Seuss or anyone they want.

Domains:

 Literacy
 Fine motor
 Language

Objectives:

 Children will write and create cards

 Children will identify and associate letters with letter names and sounds.

During choice time Wyatt and Penelope made cards for their moms.
 During choice time Summerlin and Emma made cards for The Cat and The Cat to thank him for visiting the

classroom. Emma said, “I found this because I want him to know its from Emma!”

Evaluation

The activity was a success and the students that did chose this area were able to write and create

cards that were creative and encouraged writing. The children were able to identify and associate letters with

letter names and sounds. Students used the tools provided to help them write out letters that were clear and easy

to read. The only change I would make would be for me to encourage more students to go to this activity because

it really did encourage early literacy and writing. I should have made it a small group or sat at the activity make self

and asked students to join me so that more children were able to try the activity.

Large Group
 March 2nd – 6th.
The children will work on rhyming with a rhyming matching game that allows for each student to rhyme.

Domains:

 Literacy
 Social
 Cognitive
 Language

Objectives:

 Children will participate cooperatively and constructively in group situations

 Children will make connections between words
 Children will engage in conversation.

During Large Group we read Hop on Pop and students put hands on their knees when they heard words that rhymed.

Language Samples:
“Marcus Carcus rhymes right?”-Marcus
“Hop and pop rhyme and both end in OP!”-Adam
“Cat, Hat, Sat and Fat all end in AT so does that mean they rhyme?”-Elliot
“Rhyming can sound silly sometimes.”-Colleen
“It has to be real words not just words that have that sound, right?”-Amelia
“No! that book used all kinds of words.”-Gracie
 Evaluation
This large group went a lot differently then I had expected but in positive ways. Students

had conversations about rhyming that were well thought out and they even were able to explain

things to one another. The children were able to make connections between words and engage

in conversations about words that were beneficial and exactly what I could have hoped for.

I would have changed a few things and I would have liked to take a picture of the board

and the students putting out connections in the words. I would have also liked to have written

the words we discussed on a poster so it could be kept out for students to see and for us to

reference back to if we chose to.

Outdoor
March 2nd – 6th.
 The children play a game called Mr. Fox. The children will stand up in a line at one end of the playground and one student

will be Mr. Fox. The students on the line say, “Mr. Fox Mr. Fox what time is it?” and The Fox will give them a number that

number is the number of steps they take and call out as a group. As they get close the fox can chose when to say lunch time

and then he will chase the students and catch the next fox.

Domains:

 Gross Motor
 Social
 Cognitive
 Language
 Math

Objectives:

 Children will participate cooperatively and constructively in group situations

 Children will interact with peers
 Children will engage in conversation.
 Children will count (up to 20)
 Children will demonstrate gross-motor manipulative skills