Sip,Slurp,Soup,Soup,Caldo, Caldo,Caldo by Diane Gonzales Bertrand

Mother is busy in the kitchen making soup and the family is waiting. This book goes through the steps to prepare the soup and readers will get caught up in the family’s anticipation for Mother’s delicious caldo.

Materials

Corn tortillas
Alphabet stickers
Soup bowl alphabet seek and find
Large pot and ladle
Dice
Plastic spoon per child
Several cardboard circle as a tortilla pattern
Several plastic knives for playdough cutting
Chalk for outside

Vocabulary

Caldo (a special broth used to make soup) A kind of vegetable soup

Before Reading the Story

Bring a variety of plastic foods or food picture cards to the rug. Tell the children that you are going to pretend to make vegetable soup today. Hold up the foods and ask the children to name it. Is this a vegetable? If it is, put it into the pot. If it is not, put it to the side.

Language Development/Speaking & Communicating; uses an increasingly complex and varied vocabulary.

Reading the Story

Encourage the children to repeat lines in the story of “caldo, caldo, caldo” and “tortilla, tortilla, tortilla”.

Literacy/Book Knowledge & Appreciation; shows growing interest in reading-related activities, such as asking to have a favorite book read; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children.

After reading the Story

Tell the children that you are going to pretend that you are making alphabet soup. Draw a large bowl onto a piece of paper. Ask the children to show you what three looks like on their fingers (hold up 3 fingers) and then put an alphabet letter on each/each child will receive three stickers. After all the children have 3 stickers, point to an alphabet chart and say “if you have the letter R that looks like this you can come put it in the soup bowl”. As the children put their letters on the paper bowl, encourage them to make the letter sounds with you. Continue choosing letters until all the children have put their letters into the soup.

Literacy/Alphabet Knowledge; shows progress in associating the names of letters with their shapes and sounds.

Discovery

Bring in corn tortillas for the children to roll up and try. Are you eating anything for lunch that they can try to use their tortilla as a straw? Make a chart; Like-Dislike Tortillas. Have the children mark their preference.

Social & Emotional Development/Self-Concept; begins to develop and express awareness of self in terms of specific abilities, characteristics, and preferences. AND Science/Scientific Skills & Methods; develops growing abilities to collect, describe, and record information through a variety of means, including discussion, drawings, maps, and charts.

Music and Movement

Do the Jack Hartmann song Special Soup https://www.youtube.com/watch?v=zXqEty5dA1Y

Sing The Soup is Boiling Up to the tune of The Farmer in the Dell. https://www.youtube.com/watch?v=WnVxTT42Kik

The soup is boiling up,

Stir it slow around we go,

The soup is boiling up.

Literacy/Phonological Awareness; shows growing awareness of beginning and ending sounds in words.

Blocks

Bring out any alphabet blocks that you have today. If you do not have alphabet blocks, you can put stickers onto your regular blocks. Encourage the children to write their names, copy simple words such as soup and caldo amd to name any letters that they can identify.

Literacy/Alphabet Knowledge; identifies at least 10 letters of the alphabet, especially those in their own name.

Art

Use play dough and rollers to roll the play dough out very thin. Use the cardboard circles and plastic knives to cut out tortillas. Or show the children how to make a ball of play dough and work it out into a tortilla.

Physical Health & Development/Fine Motor Skills; grows in hand-eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads, and using scissors.

Sand and Water

Put any plastic vegetables you might have in the water table so the children can wash them and pretend to be making soup. Include the soup pot and ladle. Can the children name the vegetables as they ladle them into the pot?

Creative Arts/Dramatic Play; participates in a variety of dramatic play activities that become more extended and complex. AND Language Development/Speaking & Communicating; uses an increasingly complex and varied vocabulary.

Library and Writing

Bring the soup bowl picture from group to the table. Give each child another sticker or just show/name a letter. Ask the child to then use a colored pencil to circle the one/s just like this. (Kerry you find the T that looks like this and Roger you find the R just like in your name). Or you can use the soup bowl to find and circle all the letters in the child’s name.

Literacy/Alphabet Knowledge; shows progress in associating the names of letters with their shapes and sounds. AND Physical Health & Development/Fine Motor Skills; progresses in abilities to use writing, drawing, and art tolls, including pencils, markers, chalk, paint brushes, and various types of technology.

Dramatic play

Tell the children that the vegetables are being washed in the water table so let’s make something else today. Ask the children to tell you about some of their favorite foods that their mother might cook. Encourage them to pretend to prepare them for you. Add paper so if they need to make a grocery list.

Language Development/Speaking & Communicating; develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions; and for other varied purposes.

Math and Manipulatives

Give each child a plastic bowl. Put out a pile of counters, any kind will work. Tell the children that you are going to make ______soup (my counters were bears so we made bear soup). Take turns rolling the dice and putting the correct number of bears/counters into the bowls using a plastic spoon. Pretend to eat the bear soup as the children take the bears in and out of the bowl while they count.

Mathematics/Number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways. AND Physical Health & Development/Fine Motor Skills; grows in hand-eye coordination in building with blocks, putting together puzzles, reproducing shapes and patterns, stringing beads, and using scissors.

Outdoor Play

On the cement use the chalk to make an alphabet line. Make each letter about six inches tall and spaced out so that the children can jump from letter to letter. Some letters can be closer together and others further apart. Show the children how to start on letter A and jump and sing the alphabet to Z.

Literacy/Alphabet Knowledge; knopws the letters of the alphabet are a special category of visual graphics that can be individually named. AND Physical Health and Development/Gross Motor Skills;shows increasing levels of proficiency, control, nad balance in walking, climbing, running, jumping, hopping, skipping, marching, and galloping.