Me & Mama, by C. Cabrera

Follow along as a little girls spends a day joyfully along with her Mother. The illustrations help capture the love bond between Mother and Daughter.

Materials

A bit of moss if it grows in your area

Roll of aluminum foil

Paint color samples in reds, pinks, blues, purples, and fuschia (these are free anywhere wall paint is sold) TWO of each sample

Cut out several heart shapes from manila file or cardboard

Vocabulary

Silver (a shiny grayish white color)

Fuschia (a purpley pink color)

Plaid (fabric with a checkered pattern)

Before Reading the Story

Play If You’re Wearing; Call out If your wearing______ name a color-do an action. (If you’re wearing red jump up and down). As you play make sure to include the color silver. (Many children do not know what silver color looks like. Have them check their zippers and shoe ielts).

Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.

Reading the Story

On the page where it starts, “Out we go!”, ask the children where they think the Mama and girl are going? On the next page where it states,”I watch for Max’s tail” ask the children if they can guess who Max is? On the page with the word, “splash!” ask the children what they think this means? (They are playing in the puddles).

Literacy/Book Knowledge & Appreciation; demonstrates abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story

After Reading the Story plaid

In the story the girl put on her plaid pants. Ask the children if any of them are wearing plaid? Explain that plaid is made by a checkered pattern (show them a picture of plaid if no one is wearing it). Does your room contain any plaid patterns? If so, can the children recognize it?

Language Development/Listening & Understanding; understands an increasingly complex and varied vocabulary.

On a large piece of paper draw two bowls of oatmeal. On one put blueberries on top and on the other put banana slices. Ask the children to tell which they like better, bananas or blueberries on top. Write their name underneath the correct bowl and hang it on the wall where they can see it.

Social & Emotional Development/Self-Concept; begins to develop and expres awareness of self in terms of specific abilities, characteristics, and preferences.

Discovery

If moss grows in your area, bring in a clump for the children to explore. Put it onto a damp washcloth or it will dry out. How does it feel, smell, look? Encourage the children to use their senses to describe.

Science/Scientific Skills & Methods; begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.

Music and Movement

Sing to I’m a Little Teapot. https://www.youtube.com/watch?v=8E6_PNxed5Y The children can act out the poem-song.

I’m a little paint brush short and stout,

Dip me in paint and pull me out.

Move me across the page and you will see,

What pretty pictures are made by me!

Creative Arts/Music; participates with increasing interest and enjoyment in a variety of musical activities, including listening, singing, finger plays, games, and performances.

Have the children pretend to put on their boots. Play the song, Jump in Puddles https://www.youtube.com/watch?v=2mKSJV8L9nU

Physical Health & Development/Gross Motor Skills; shows increasing levels of proficiency, control, and balance in walking, slimbing, running, jumping, hopping, skipping, marching, and galloping.

Do the chant, Brush Your Teeth. As you chant, act out the different motions.

Brush your teeth everyday,

Up and down it is the right way.

Back and forth and circles too,

That’s just what you’ve got to do.

Brush your teeth everyday,

Up and down it is the right way.

Physical Health & Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, hand washing, brushing teeth, and toileting.

Blocks

Make many squares of aluminum foil that are large enough to cover different sized blocks. Show the children how to ‘wrap’ a block with foil. Let the children wrap blocks and later use to build. Note to the children that the color of the foil is silver.

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.

Art

At the easel today put out red, blue, and white paint for the children to mix and experiment with. Can they make purple, violet, pink, and fushia?

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Encourage the children to draw pictures of their families today using colored pencils or markers. When they are finished, help them name and label the people.

Social & Emotional Development/Knowledge of Families & Communities; develops ability to identify personal characteristics, including gender and family composition.

Library and Writing

Put out the heart shapes for the children to trace around using markers or crayons. Ask the children what they call their Mother and write it on a piece of paper along with “& me”. The children can then write Mama/Mommy/Mom and Me onto the heart shape and cut it out.

Literacy/Early Writing; progresses from using scribbles, or shapes to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name. 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.

Sand and Water

Put out containers for pouring. Make sure to include any containers you have with holes in the bottom to make rain.

Social & Emotional Development/Self-Control; demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.

Dramatic Play boots

Add boots of various sizes and raingear to the center today. Include a recording of a rainstorm.

Creative Arts/Dramatic PLay; participates in a variety of dramatic play activities that become more extended and complex.

Set up a doll house if you have one.

Creative Arts/Dramatic PLay; participates in a variety of dramatic play activities that become more extended and complex.

Math and Manipulatives

Put the samples into a bowl and let the children match the sets of colors. If more than one color on the paint sample, seperate them.

Mathematics/Geometry & Spatial Sense; shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as color, shape or size.

Outdoors make a puddle on the sidewalk-barefoot

Make a puddle on the sidewalk today. Let the children take off their shoes and go barefoot through the puddle and make foot prints beyond. Afterwards have them dry their feet, can they put their shoes back on the correct feet?

Physical Health & Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, hand washing, brushing teeth, and toileting.

Make a puddle on the sidewalk and use a piece of chalk to draw all around the edges. As your outside time goes, check back to see if there are any changes to the puddle. Talk to the children about evaporation. https://www.youtube.com/watch?v=iRLqAhaniyg

Science/Scientific Knowledge; shows increased awareness and beginning understanding of changes in materials and cause-effect relationships.

Transitions

Play Which is…taller, longer, wider, smaller, bigger, shorter, heavier, lighter. Ask the child a question that has two answers (which is longer, a jump rope or your foot? Which is taller a house or car? Etc.).

Mathematics/Geometry & Spatial Sense; begins to be able to determine whether or not two shapes are the same size and shape. AND Approaches to Learning/Reasoning & problem Solving; develops increasing abilities to classify, compare and contrast objects, events, and experiences.

Resources

examples of plaid
Rainmakers for water table

Inside a Barn in the Country, by Alyssa Satin Capucilli

            The barn is in turmoil because a little mouse squeaked.  Children enjoy this book with silly illustrations and the repetitive lines.  It’s also in Rebus form so that once you have read it with the children several times, they can remember the story and re-read on their own.

Materials

  •             Animal headbands that go with the story
  •             Box of dominos
  • Pictures of animals that live/do live on the farm
  • Several large boxes from the grocery store.

Vocabulary

  •             Country (far away from the city, where farms are)

Before Reading the Story

Using the picture cards of the animals in the story; play, One of these is not like the other. https://www.youtube.com/watch?v=rsRjQDrDnY8 Put out 3 cards where the children can see them making 1 different from the other. (2 birds & 1 not bird, cat-cow&pig, 2chicks-cards with only 1 animal, 2 w/4footed&1 w/2feet).

Approaches to Learning/Reasoning & Problem Solving; develops increasing abilities to classify, compare and contrast objects, events, and experiences.

Reading the Story

            Give the children the animal headbands to wear (keep them in order of the story the first few times you read this book).  Tell the children that today they are going to help you tell the story.  When you point to the child/children they are to make the animal sound that is on their headband.  Practice this several times so the children can get used to making the animal sound on command.  If you have more children then animals, make a couple sheep, hens and chicks.  In this story everyone needs a part.

Language Development/Listening & Understanding; demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.

            As you read the story begin at a slow pace and then begin to read faster as you get towards the end of the book.  As you point to the children as they continue to make their animal sounds but expect mix-ups and laughter along the way.

Approaches to Learning/Engagement & Persistence; shows growing capacity to maintain concentration over time on a task, question, set of directions or interactions, despite distractions and interruptions.

After Reading the Story

            Ask the children if they can remember why the mouse squeaked at the beginning of the story? Can they recall the order of the animals?

Literacy/Book Knowledge & Appreciation; demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

Discovery

Have the children sort animal pictures by those that live on a farm and those that do not live on a farm.

Mathematics/Patterns & Measurement; shows increasing abilities to match, sort, put in a series, and regroup objects according to one or two attributes such as shape or size.

Music and Movement

Teach the children the song, Come and See My Farm. Teach it in Spanish if possible. https://www.youtube.com/watch?v=rJzpFDA2rCw

Continue doing a variety of farm animals.

Language Development/Listening & Understanding; demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems. AND Creative Arts/Music; participates with increasing interest and enjoyment in a variety of music activities, including listening, singing, finger plakays, games, and performances.

Put on the song, The Barnyard Dance and have the children do the movements along with. https://www.youtube.com/watch?v=Jcbcgg1pQjY

Creative Arts/Music; participates with increasing interest and enjoyment in a variety of music activities, including listening, singing, finger plakays, games, and performances.

Blocks

            Put a box of dominos into the center today.  Show the children how to stand them up on end close together.  After they are all stood on end, gently tap the first domino and let it fall onto the next causing the row of dominoes to fall.  This is like the story, one thing affects the next!

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

Art

Pick a paper plate animal and put out the materials that the children will need to make. Cotton balls for sheep, pink paint for pigs, black lima bean shapes for cow.

Creative Arts/Art; develops growing abilities to plan, work independently, and demonstrate care and persistence in a variety of art projects. AND Approaches to Learning/Engagement & Persistence; demonstrates increasing ability to set goals and develop and follow through on plans.

Library and Writing

            Play I’m thinking of an animal who lives in the barn in the country.  Draw a letter onto a piece of paper and see if the child can guess the animal that starts with that letter (This is the letter P.  It sounds like /p/.  What animal starts with the letter P sound? /p/ /p/ pig!  This is the letter H.  It sounds like /h/.  What animal starts with the letter H sound?)

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

Sand and Water

Add farm animals and sand to the table. The children can either dig for animals or you can dampen the sand and the can build a farm.

Social & Emotional Development/Cooperation; shows increasing abilities to use compromise and discussion in working, playing, and resolving conflict with others.

Dramatic Play

            Let the children use the animal headbands in the center to act out the story or make up their own.

Literacy/Book Knowledge & Appreciation; demonstrates progress to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.

Math and Manipulatives

Make an extra set of the Barn animals from the story. Tape a line of masking tape onto the table. Give the children directions on where to put the animal cards. (Put the horse on the line. Put the sheep above the line. Put the cow next to the sheep. Put the mouse under the horse. etc.).

Mathematics/Geometry & SPatial Sense; builds an increasing understanding of directionality, order, and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front, behind.

Outdoor Play

Bring the grocery boxes and red paint outside for the children to work cooperatively painting ‘barns’. When the barns are dry, the teacher can cut a door into one side. These can then be used for outside play, dramatic play center, or even the block center.

Social & Emotional Development/Cooperation; develops increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive.

Transitions

Play, Who’s Being Fed? The teacher says’ (Someone on the farm today was happy to be fed. _____ _____ _____ ______ is what that someone said. So tell me (child’s name) who was fed? The child then names the animal.

Turkey-gobble, gobble, gobble, gobble Goat-naa, naa, naa, naa Etc.

Approaches to Learning/Reasoning & Problem Solving; develops increasing abilities to classify, compare and contrast objects, events, and experiences.

Resources

Twinkle. Twinkle, Little Star adapted by Kristi Fisher

            This classic song has been transformed into a gentle book about animals settling in for the night.

Materials

  • Glitter or colored salt (in a bowl add a cup of salt and several drops of food coloring, mix well)
  • Food coloring
  • Flashlight or laser pointer
  • 1-5 stars, cut out

Vocabulary

  • Twinkle (to flicker and shine)
  • Gaze ( to look at something for a long time)
  • Dusk ( the time of day when the sun is going down and it is almost dark outside)

Before Reading the Book

            Tell the children that you are going to hum a song and see if they can guess the name of it. Start off humming one or two songs that you know your children are familiar with. Then hum, Twinkle, Twinkle Little Star. Can the children name it? Sing the song Twinkle, Twinkle, Little Star with your children.  Explain to the children that the time of day when stars come out is called dusk. Ask the children if anyone ever stands outside and looks/gazes at the stars with their parent?   What do they look like?  How do they make you feel?  Introduce the book by telling the children that they can help you read today by singing along with you.

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

Reading the Story

            Practice ahead of time so that you can sing the words to the story.  When you get to the last sentence on each page, Twinkle, twinkle, little star, how I wonder what you are, point to the words with your finger. Encourage the children to sing”Twinkle, twinkle little star” as you point to the words.

Literacy/Early Writing; develops understanding that writing is a way of communicating for a variety of purposes. AND Creative Arts/Music; participates with increasing interest and enjoyment in a variety of musical activities, including listening, singing, finger plays, games, and musical performances.

After Reading the Story

            Go back through the pages and ask the children if they can name all the animals.  Name each habitat as you look at the animals.  Show them how all the animals are gazing at the star.

Discovery

            Let the children experiment with a laser pointer or flashlight that has easy on-off so they can make twinkling patterns on the ceiling and walls. Challenge them by placing the flashlight taken apart so that before they can use it the children must put it together.

Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations. AND Physical Health & Development/Fine Motor Skills;develops growing strength, dexterity, and control needed to use tools such as stapler, paper punch, scissors, and hammer. AND Mathematics/Geometry & Spatial Sense; progresses in ability to take apart and put together shapes.

Music and Movement

Sing Twinkle, Twinkle Little Star or change it up. Sing about;

Twinkle, twinkle great big star, Teeny tiny star, Gargantuan star, miniscule star, humongous star, etc. Show size of sta with hands and arms while singing. (Try to use or hear the children using the various size descriptors throughout the day).

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

Sing, 5 Little Stars Shining Down on Me. https://www.youtube.com/watch?v=SIwyDUfDVzE

Mathematics/Number & Operations; demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quantity.

Blocks

            Put out many plastic animals.  Encourage the children to match like kinds.

Mathematics/Geometry & Spatial Sense; shows growth in matching, sorting, putting in a series, and regrouping objects according to one or two attributes such as color, shape, or size.

Art

            Cut out large star shapes on yellow construction paper (older children can cut out their own stars).  Show the children how to make glue designs on their star by holding the bottle upside down and moving it over the paper.  Let the children use glitter or salt that has been mixed with food coloring to cover the glue on their paper.  Gently shake the excess glitter/salt off of the paper.

Creative Arts/Art; gains ability in using different art media and materials in a variety of ways for creative expression and representation.

Give each child a blackened page with star shapes. Put out colored chalk and small bowls of water. The child dunks the chalk into the water and colors a star. Fill in the night time picture with colored chalk, magic markers, or crayons.

Literacy/Early Writing;experiments with a growing variety of writing tools and materials, such as pencils, markers, crayons, and computers.

Sand and Water

            Put dry sand into the table.  Add drops of food coloring throughout and let the children mix it.  What colors did you make?

Science/Scientific Skills & Methods; begins t use senses and a variety of tools and simple measuring devices to gather information, investigate materials, and observe processes and relationships.

Library and Writing

            Teach the children the poem, Star Light, Star Bright.  Ask them what they would wish for.  Encourage them to draw a picture about their wish and write their wish underneath.  Tonight I wish for_______.  Or write their wishes on star shapes and make a bulletin board.

Star Light, Star Bright

Star light, star bright,

first star I see tonight

I wish I may, I wish I might

Get the wish I wish tonight.

Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play. AND Approaches to Learning/Reasoning & problem Solving;develops increasing ability to find more than one solution to a question, taask, or problem.

Give a child a star making sheet. The child uses a pencil or marker to draw from 1-2,2-3,3-4,4-5,and 5-1 in order to make a star. (This tends to be difficult at first but once a child gets the hang of it, they have been known to make LOTS of stars by tracing a circle and marking across. Best for older children).

Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play. AND Language Development/Listening & Understanding;shows progress in understanding and following simple and multiple-step directions.

Math and Manipulatives

            Put the 1-5 star cutouts on the table with a basket of small animal counters.  Have the children place the correct number of animals on each star.  For younger children put the stars in 1-5 order.  For older children mix the order around and see if they can recognize the numbers and add the correct number of counters.

Mathematics/Number & Operations;begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.

Outdoor Play

Bring out the bouncing balls today. Show the children how to bounce and catch, bounce and catch. count 1-10 catches. Let the child try, count along with them. Bounce and catch 1, bounce and catch 2, etc..

Physical Health & Development/Gross Motor Skills;demonstrates increasing abilities to coordinate movements in throwing, catching, kicking, bouncing balls, and using a swing and slide.

Transitions

Cut out mother animal and baby cards. Out them into a bowl or bag that the children can not see through. The children take turns pulling up a card and naming the animal and also the letter otr letter sound that the animal name begins with.

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

Resources