We All Sing in the Same Voice, by J. Philip Miller and Sheppard M. Greene

            Anyone who has watched Sesame Street will probably recognize this song story.  If you know the tune, please sing it to your children and definitely teach them the chorus!

(This would be a good book to use if you do have a student with a disability or disfigurement and you notice that other students are not playing or interacting with that student because they are different).

Materials

  • A globe or map of the world
  • A map of your state or county

Vocabulary

  • Alike (to be similar or to be the same)
  • Different (to not be similar or not be the same)
  • Unique (one of a kind)

Before Reading the Story

Ask the children if they know what it means to be unique? Help the children talk about some ways that they feel they are unique. (I am the only brother in my family, I have longer eyelashes than my friend Koko, I am the only one here with the name Michael).

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

            Ask two children; a boy and a girl (works best with more outgoing children) to come up to the front of the group.  Tell the children that today you want to talk about same and different.  Ask the children in the group to help name ways that the two children are different (he’s a boy and she’s a girl, she’s got a pony tail).  Now ask them to name ways that they are both alike (they got eyes, they are both wearing shorts, they both have a baby sister) Explain to the children that everyone is different but also alike.

Approaches to Learning/Reasoning & Problem-Solving; develops increasing ability to find more than one solution to a problem, question, or task.

Reading the Story

Learn the tune  or use  the youtube song as you turn the pages to the book.

After reading the Story

            Pull out your world map/globe and show the children where you live on it. Now see if you can find France, Texas, Mecca, and Peru. Point out the mountains and the ocean. Remind the children that people live all over the world. Their houses and clothes might look different but inside people all are the same; they need love, friendship, and food and water.  If you have a more localized map, show the children where the school is located on it.

Social & Emotional Development/Knowledge of Families & Communities; begins to express and understand concepts and language of geography in contexts of the classroom, home, and community.

Discovery

            Bring in real pictures of people from around the world and how they live.

Social & Emotional Development/Knowledge of Families & Communities; progresses in understanding similarities and respecting differences among people such as genders, race, special needs, culture, language, and family structures.

Music and Movement

            Teach the children the chorus of the song/book https://www.youtube.com/watch?v=ezAwndQ5FRs

We all sing in the same voice, the same song, the same voice.

We all sing with the same voice,

And we sing in harmony!

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

            Sing The More We Get Together. https://www.youtube.com/watch?v=VYJS_xckWY0

The more we get together, together, together, together

The more we get together the happier we’ll be

Cause your friends are my friends and my friends are your friends

The more we get together the happier we’ll be

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.

            Put on music from around the world and add the instruments for the children to join in..

Creative Arts/Music; experiments with a variety of musical instruments.

Blocks

            Add people to the block center today.  Talk to the children about the kinds of homes they live in. Is it an apartment or single family home? Does it have one bathroom or more? Do you share a room with your sibling/s or do you have a room all by yourself? Challenge the children to build a house like theirs.

Approaches to Learning/Engagement & Persistence; demonstrates increasing ability to set goals and develop follow through on plans.

Art

            Draw self portraits.

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

Library and Writing

            Ask the children to help you make a list of rules about being a friend.  Write all their ideas down.  You can make a book about this by having the children illustrate the pictures, or taking pictures of your children following their rules?  Entitle it, How to be a Friend.

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. AND Approaches to Learning/Reasoning & Problem-Solving; develops increasing ability to sind more that one solution to a question, task, or problem.

Sand and Water

Put water in the table today with boats that float and small bear counters. Tell the children that some people live in houseboats on the water. Ask them if they think they would like to live on a boat, why or why not?

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.

Dramatic play

            Put out any multicultural and fancy dress-up clothing you may have.  Scarves work well for skirts, saris, turbans, and capes. Add any books or pictures of people from around the world. Use your globe or map to show the children where the individuals live.

Social & Emotional/Knowledge of Families & Communities; progresses in understanding similarities and respecting differences among people such as genders, race, special needs, culture, language, and family structures.

Math and Manipulatives

       Use pictures of children from different cultures to make a memory game. Make 2 sets of each picture. Turn the cards upside down and the children take turns trying to match sets.

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

Outdoor Play

            Play Categories with the children.  Think of a category such as breakfast foods, animals that live on farms, clothes that we wear.  The children must name something in the category and can not repeat something already named.  If they do, then start a new category.  This is fun if you have a slide or climber where the children must answer before they slide or go up the climber.

Approaches to Learning/Reasoning & Problem-Solving; develops increasing ability to sind more that one solution to a question, task, or problem.

Transitions

            As the children are going to the next activity, call on two of them with an opinion question.  (Kerry and Roger do you like spaghetti?  Then point out if they are alike or different.  “They are the same, they both like spaghetti!”  “They are different because Roger likes spaghetti but Kerry does not”).  Use the words either alike or different with each set of children.

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

Resources

Dear Parent-

            We spent some time today looking at a map to see where our state and town are.  Get out a local map with your child and show them the street that you live on.  Or go to Google Map and see if you can find your house.  Talk to your child about your address.  Show them where the numbers are located on your house or mailbox.

China
Peru
Iran
France
Israel
Everywhere

Mary Had a Little Lamb, by Sarah Josepha Hale

                  This nursery rhyme is put to beautiful pictures of a real Mary and a real lamb.  The children will enjoy reading the book with you.

Materials

  • Piece of fleece and any other fur or skin you might have.
  •  Several small brushes or combs.
  •  Any stuffed animals that you may have, especially those with longer fur.
  •  Cotton balls or pom-poms
  •  Tweezers or tongs
  • A variety of materials with different textures to collage

Vocabulary

  •    Fleece (lamb fur)
  •    Linger (to hang around waiting)
  •    Appear (showed up)

Before Reading the Story

                  Show the children the cover of the book.  Ask the children what Mary (the girl) has on her face.  Talk about glasses for a moment.  Do any of your children wear glasses, what do glasses do?  How do you take care of them? After the children have talked about glasses, point to the girl and say this is Mary.  Pause for a second and see if any child can make the connection between the cover illustration and the title of the story.  If not, read the title and ask the children if anyone has ever heard of this story?

Approaches to Learning/Initiative & Curiosity; grows in eagerness to learn about and discuss a growing range of topics, ideas, and tasks.

Reading the Story;

                  Read it through once and then sing it through encouraging the children to join in.

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

After Reading the Story

                  Ask the children the following questions; What kind of pet did Mary have?  Do any of you have a pet?  Where did the lamb follow Mary to?  What did the lamb do at school? 

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.

Invite a child or staff member to bring a pet to school to visit.

Science/Science Knowledge; expands knowledge of and abilities to observe, describe, and discuss the natural world, materials, living things, and natural processes.

Discovery

                  Bring in fleece for the children to feel.  Also bring in any other fur or skins that you might have.  Talk about the textures.

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 Mary Had a Little Lamb. Act it out allowing children to take turns being Mary and the lamb.

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

Blocks

                  Encourage the children to build a school.  Add your farm animals. As the children build you can sing, “Dee she had a little cow, little cow, little cow. DSee she had a little cow it’s fur was spotted black. Make up verses to suit the farm animals that the children are using.

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

Art

                  Put out a variety of textures to let the children collage with today.  As they glue them to their paper, talk about the different names of textures (soft, fluffy, smooth, rough, bumpy, slick)

Science/Scientific Skills & Methods; develops increasing ability to observe and discuss common properties, differences and comparisons among objects and materials.

Sand and water

Child choice

Library and Writing

                  Ask the children to draw a picture of a favorite animal. Ask the child to describe what they think it’s skin feels like. Under the picture write (Kerry) had a little (cat) it’s (fur was soft and furry).  (Elephant=skin was wrinkly and grey).

Literacy/Early Writing; begins to represent stories and experiences through pictures, dictation, and in play.

Dramatic Play

                  Add any stuffed animals that you have and several brushes or combs for the children to brush the animals fur.

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

Math and Manipulatives

                  Put out a bowl of cotton balls/pom-poms and a pair of tweezers or tongs.  Show the children how to pick up a cotton ball using the tweezers and put it into a second bowl. If using pompoms, put out several bowls so the children can sort by color.

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.

Outdoor Play

                  Do animal walks with the children.

Creative Arts/Dramatic Play; shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.

Transitions

                  In the story the children thought it was funny to see a lamb at school.  Take turns asking the children if they can think of something that they think would be funny to see or do at school.  Enjoy a good laugh with the children.

Approaches to Learning/Reasoning & problem Solving; develops increasing ability to find more than one solution to a question, task, or problem.

Friends, by Helme Heine

            Three good friends share their adventures and their philosophy on what it means to be a friend.

Materials

  • Picture of each child in the class, full body
  • Pictures of children at play
  • Pig, rooster, mouse mask
  • Hi-ho cherry-o game boards

Vocabulary

  •  Conquered (to take control of something)
  •  Fair (always thinking about another person and to share equally)

Before Reading the Story

            Explain to the children that you are going to play a game called thumbs up.  You are going to say a short story and if it sounds like the good way to treat a friend, give a thumb up sign.  If not, give a thumb down sign.  Make your scenario/stories ones that you have seen happen within your classroom (one day Kerry and Roger were playing in the blocks and Kerry kicked Roger’s tower by accident.  Kerry said she was sorry and Roger said it was ok..  One day Kerry and Roger were playing in the blocks and Kerry wanted the block Roger had but Roger said “no” so  Kerry knocked down his block tower because she was mad).  Give examples using puppets and let the children decide if it was a thumb up or a thumb down.   Do friend and not friend actions, how does it make you feel? What could you have done instead?

Social & Emotional Development/Self-Control; develops an understanding of how their actions affect others adm begins to accept the consequences of their actions. AND Social & Emotional Development/Social Relationships; progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy and caring for others.

Reading the Story

Looking at the cover, can the children predict what it might be about? Introduce the story.

Literacy/Book Knowledge & Appreciation; shows growing interest and involvement in listening to and discussing a variety of fiction, non-fiction, and poetry.

After Reading the Story

            Talk about what the three friends liked to do together, recall the order of events.  What things did they share along the way?  Ask the children what kinds of things they like to do with their friends.

Literacy/Book Knowledge & Appreciation; demonstrates growing 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. AND Social & Emotional Development/Social Relationships; shows progress in developing friendships with peers.

Discovery

            Bring in pictures of children interacting together. Ask the children to describe what they see happening.  Do you think these children are friends, why?  Do they look like they are having fun, being safe, etc?  Talk about the actions in the pictures.  Have the children use their observation skills to notice faces and body language.

Social & Emotional Development/Self-Control; develops an understanding of how their actions affect others adm begins to accept the consequences of their actions.

Music and Movement

            Have the children lay on their backs and put their feet up in the air.  Pretend to pedal a bicycle.  Can you peddle fast, slow, around a sharp corner? 

Physical Health & Development/Health Status & Practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical fitness.

            Sing Row, Row, Row the Boat with the children.  The children can partner up with another and try to row together, side-side, holding hands back and forth, back to back, etc.

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

Blocks

            Contact pictures of the children in the class to the small rectangle blocks.  The children can then build a structure for their friends and act out play scenarios.

Approaches to Learning/Initiative & Curiosity; approaches tasks and activities with increasing flexibility, imagination, and inventiveness.

Art

            Print out large letters of the alphabet from the computer.  Give the children a variety of art materials to decorate the letters (collage, paint, drawing supplies).  When the letters are dry you can cut them out and mount them onto your wall.  As the children decorate the letters, ask if they know the letter name, the letter sound, and words that might begin with that letter.

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

Sand and Water

            Put boats into the water table and small animals.  If you have no boats, plastic containers and lids will work.  Can you put three friends in and float?  How many friends can you get into your boat? 

Mathematics/Number & Operations; demonstrates increasing interest and awareness of numbers and counting as a means to solving problems and determining quantity. AND Science/Scientific Skills & Methods; begins to participate in simple investigations to test observations, discuss and draw conclusions, and form generalizations.

Library and Writing

            Take a big piece of paper and write F is for Friends across the top.  Have the children think of words that begin with F.  Write these words on the paper down the left side.  After the children have thought of F words, they can all practice making their own F’s on the paper, or they may like to illustrate some of the F words. (Foot, flower, funny, freckle, finger, fingernail, flap, four, fish)

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

Dramatic play

            Use the animal heads to make masks.  Color and decorate.  Staple to a sentence strip and adjust to the child’s head size.  They can become the characters while they share and play in dramatics.

Creative Arts/ Dramatic Play; shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.

Math and Manipulatives

            Home made Hi-ho Cherri-o game.  Make several copies of the cherry tree and cut out many small red circles.  Put the circles onto the trees.  The children use a dice to roll.  The number they roll is the number of cherries they can remove from their tree.  The object is to remove all the cherries from the tree.  Play until everyone’s tree is empty.

Mathematics/Number & Operations; begins to use one-to-one correspondence in counting objects and matching groups of objects.

Outdoor play

            Give each other rides on the back of the tricycles. 

Physical Health & Development/Health Status & Practices; progresses in physical growth, strength, stamina, and flexibility.

Put a sheet on the ground and pretend that it is a boat.  Gather as many children as want to play and go for a sail.  Pretend to catch fish and swim from the side of the boat.

Creative Arts/ Dramatic Play; shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations. AND Social & Emotional Development/Cooperation; develops increasing ability to give and take in interactions; to take turns in games and using materials; and to interact without being overly directive or submissive.

Transitions

            Ask the children to describe one thing they like to do with a friend. Write their responses on a piece of paper and hang on the wall.

Social & Emotional Development/Social Relationships; shows progress in developing friendships with peers.