Mrs. Wishy-Washy’s Farm, by Joy Crowley

What happens to the farm animals when they decide they no longer want to be bathed and run away from Mrs. Wishy-Washy?

Materials

Picture of a washing tub
Bubble Solution/ 1 cup water, 2 Tablespoons Joy dish soap, 1 Tablespoon glycerine
Bubble Blowers/pipe cleaners, straws, berry basket, spools, small pvc piping
Bucket or large container

Vocabulary

Scrub (to be bathed)
Stampede (when animals or people rush headlong somewhere).
Anxious (feeling nervous)

Before Reading the Story

Begin a conversation about when you go somewhere new or very different how it can make you feel anxious or nervous. Remind the children about their first days at school, remember when you did not feel like you knew what you were supposed to do or where you were supposed to go? What did you do, who helped you feel better? Explain that today’s story is about some animals that run away from the farm and go to the city. The animals have never been to the city before and find that it makes them nervous and confused. Ask, “I wonder what will happen”? and leave a beat to see if any child has an idea.

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

Reading the Story

When you get to the part where the animals run away, ask the children if they can tell how Mrs. Wishy-Washy must feel. Were the animals nice to her? Why did they want to run away? What could they have done instead? When you get to the page where the animals are in jail and hear the chug, chug, chug of the old farm truck; stop and ask the children what they think will happen next.

After Reading the Story

Play slippery soap with the children. It is similar to Simon Says except that each child is given a paper towel and the caller calls out body parts to be washed. Slippery soap says wash your leg, Slippery soap says wash your wrist, behind your ear, under your chin.

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

Discovery

Put out bubbles and blowers today and let the children make bubbles. If you do not have a lot of bubble blowers, you can make simple ones out of pipe cleaners.

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

Music and Movement

Put on this video song and have the children sing and dance to the song, I Took a Bath in a Washing Machine https://www.youtube.com/watch?v=65Moz_FSkRw

Sing This is The Way We… https://www.youtube.com/watch?v=o0e1_rV_oms

This the way I wash myself, wash myself, wash myself

This is the way I wash myself to make me nice and clean.

This is the way I wash my face.

This is the way I brush my teeth.

This is the way I wash my hands.

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

Blocks

Encourage the children to sort any animals in the center by farm animals and non-farm animals.

Mathematics/Patterns & Measurement; 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.

Art

Finger paint today! Can the children write their name in the finger paints? Are they able to draw shapes as you call them out?

Mathematics/Geometry & Spatial Sense; progresses in ability to put together and take shapes apart. AND Literacy/Early Writing; progresses from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name.

Library and Writing

Give each child a paper with the washing tub on it. Ask the children to draw a picture of a farm animal in the tub. Underneath write, The _______ is in the tub. Put them all together and make a classroom Washy Book.

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

Sand and Water

Let the children wash baby dolls or plastic farm animals in bubble water. Add scrub brushes (tooth brushes, nail brushes).

Physical Health & Development/Health Status & Practices; shows growing independence in hygiene, nutrition, and personal care when eating, dressing, washing hands, brushing teeth , and toileting. AND Creative Arts/Dramatic Play; shows growing creativity and imagination in using materials and in assuming different roles in dramatic play situations.

Dramatic Play

Add any old slippers and aprons that you might have to share. Bring in a bucket and any stuffed animals you might have. The children can pretend to be Mrs. Wishy-Washy.

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

Math and Manipulatives

Put out pictures (or the real objects) of various brushes and tools. Give a simple definition and see if the child is able to identify the correct tools. (You use this to scrub your teeth clean, you use this to get the knots out of your hair, you use this to cut paper).

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

Outdoor Play

Have the children dig a hole in the dirt and add water to make mud play. Let them dig a hole and then carry buckets of water to fill it. As the water evaporates into the soil, mud play! Talk about what is happening to the water that is poured into a dry hole. Will the same thing happen to a hole that is already wet down? In the sand?

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

Transitions

As the children wash their hands throughout the day make sure that they are using good hand washing techniques. As they scrub the bubbles have them repeat wishy-washy, wishy-washy, wishy-washy.

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

Resources

Kiss it Better, by Hiawyn Oran

It is amazing what a kiss and a Band-Aid can do to heal a hurt.

Materials

Lots of band-aids (the more the merrier. I found the children liked opening and applying bandaids with this book).
Piece of paper large enough to trace a child
Make a dice for transition (see resources)

Vocabulary

Before Reading the Story

Come to the rug time wearing a band-aid. Tell the children a story about how it happened. Ask them if they have ever worn a band-aid? What do they think band-aids do? Let the children talk about their experiences about being hurt or sick while at home. What did they do, who did they tell, what did their parent do, did they have to go to the doctor?

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.

Reading the Story

Read the story with sympathetic emotions and point out to the children, “look, can you tell how Little Bear is feeling”? Let the children talk about each sad experience that Little Bear goes through if they choose. When you get to the part where Big Bear is upset, ask the children what they think Little Bear will do?

Social & Emotional Development/Social Relationships; progresses in responding sympathetically to peers who are in need, upset, hurt, or angry; and in expressing empathy or caring for others. AND Literacy/Book Knowledge & Appreciation; demonstrates ability to retell and dictate stories from book sand experiences; to act out stories in dramatic play; and to perdict what will happen next in a story.

After Reading the Story

Trace around one child in the classroom before hand. Tape the child’s body shape to the wall. Give each child a band-aid and have them open it. Go around the circle naming body parts. The children then attach their band-aid to the body part that they were assigned (Kerry can you put your band-aid on the knee, Roger can you put your band-aid on the neck. Include body parts such as knuckles, ear lob, nostril, spine, ankle, heel, etc).

Science/Scientific Knowledge; expands knowledge if and respect for their bodies and the environment. AND Language Development/Listening & Understanding; understands and increasingly complex and varied vocabulary.

Discovery

This would be a good day to practice proper hand washing and body washing technique. Explain to the children that when they fall and bleed that the area must be washed well to help fight any dirt or germs that might have gotten into the cut. Let the children practice washing their hands and also any other body part that they would like to pretend was cut; water, soap, rinse, dry, apply a band-aid.

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

Music and Movement

Play Simon Says with the children.

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

Sing the Hokey Pokey https://www.youtube.com/watch?v=4EnaAFyrcQM or Looby Loo https://www.youtube.com/watch?v=pwcA_xjw8vs. Use songs and movements that make children aware of body parts and their names.

Science/Scientific Knowledge; expands knowledge if and respect for their bodies and the environment.

Sing We’re Gonna Wash Those Germs Right Off Of Our Hands, sung to the chorus of I’m Gonna Wash That Man Right Out Of My Hair. https://www.youtube.com/watch?v=Zzu8ZxBHMWk

We’re gonna wash those germs right off of our hands,

And keep them nice and clean.

Physical Health & Development/Health Status & Practices; builds awareness and ability to follow basic health and safety rules such as fire safety, traffic and pedestrian safety. and responding appropriately to potentially harmful objects, substances, and activities.

Use body parts to make simple patterns for the children to follow (clap, jump, clap, jump or tippy toes, touch the ground, turn around, tippy toes, touch the ground, turn around).

Mathematics/Patterns & Measurement; enhances abilities to recognize, duplicate, and extend simple patterns using a variety of materials.

Blocks

Bring paper and red writing materials to the center and show the children how to make a cross shape with red marker. Tell them that this is the universal sign for first aid. Let them build a hospital and attach their red crosses. Bring in a toy ambulance if you have one.

Social & Emotional Development/Knowledge of Families & Communities; develops growing awareness of jobs and what is required to perform them. AND Literacy/Early Writing; experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers.

Art

Give each child 5-7 band-aids and have them attach them to a piece of colored paper. Paint over the band-aids. When the paint is dry, peel the band-aids off the paper. Can the children predict what will happen?

Creative Arts/Art;develops growing abilities to plan, work independently, and demonstrate care and persistence in a variety of art projects. AND Science/Scientific Skills & Methods; begins to describe and discuss predictions, explanations, and generalizations, based on past experiences.

Sand and Water

Remind the children if they are wearing a band-aid on their hands, that they should not play in the water as it will fall of when it gets wet. And you do not want any germs to get into their cut or their cut to get into the water.

Library and Writing

Have the children draw a picture of a person. Give each child a band-aid to attach to their picture. Ask the child how who the person is and why they had to have a band-aid? (My Mom got cut with the knife; I fell off my bicycle and hurt my knee).

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

Dramatic Play

If you have any Doctor’s office equipment put it out in the center today along with more bandaids and bandages!

Social & Emotional Development/Cooperation; increaseses abiliities to sustain interactions with peers by helping, sharing, and discussion.

Math and Manipulatives

Put out sequencing cards for the children to put in order and talk about what comes first, next, and last. If you do not have sequencing cards, The Wiseowlfactory website has some that you can copy and print. https://www.thewiseowlfactory.com/sequencing-cards-and-color-matching-for-pre-k-k-1-free-pdfs/.

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. 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.

Outdoor Play

Play Elbow-Elbow. Every child finds a partner. The caller calls out a body part and the children must touch them together (elbow to elbow, forehead to forehead, toe to toe). Let the children take turns being the caller.

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. AND Science/Scientific Knowledge; expands knowledge of and respect for their bodies and the environment.

Transitions

Let the children take turns rolling the movement dice and following the actions as they line up or go to the next activity.

Literacy/Early Writing; develops understanding that writing is a way of communicating for a variety of purposes. AND Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.

Resources

dice for transitions. Cut solid lines and fold dotted lines, tape to make a cube.

Make on cardboard for the dramatic center today.

Mama Provi and the Pot of Rice, by Sylvia Rosa-Casanova

When Lucy gets the chicken pox, Mama Provi knows just what she needs to feel better. She cooks up some arroz con pollo and heads up the eight flights of stairs to her grand daughters apartment. On the way she meets some of her neighbors and the simple meal turns into a feast.

Materials

Local real-estate advertisements. Two of each to use for matching.
Face picture
Dice
Picture of stairs
Animals in their homes

Vocabulary

Apartment (a home in a large building that has more than one home in it).
Dozen (12 of something)
Tremendous (something really great or wonderful)

Introducing the Reading the Story

Ask the children if they know if they live in a house or an apartment? If you do not have any children who live in an apartment, show the children a picture of one, or draw one and explain that it has many floors that people live on. Sometimes there is an elevator and sometimes there are only stairs. Show the children the book cover and tell the children that Mama Provi lives in an apartment. She lives on the bottom floor and her grand daughter lives on the top floor. Read the title of the book and ask the children if they can guess why Mama Provi might be carrying a pot of rice up to her granddaughter Lucy.

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

Reading the Story

As Mama Provi goes up each flight of stairs, huff and puff a little as though you are slightly out of breath.

After Reading the Story

In the story Lucy had the Chickenpox. Ask the children if they have ever had the chickenpox or been sick in bed. Who took care of you, what did they do to make you feel better?

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. AND 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.

Music and Movement

Play the Pretend game. Pretend to carry something heavy. Pretend to carry something wiggly, something enormous, and something very small.

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

Teach the children The Elevator Song. https://www.youtube.com/watch?v=mfrn5_v_eCM Make your bodies go up and down with the song.

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, and behind.

Do the song, Let’s Go Riding an Elevator using scarves to act out. https://www.youtube.com/watch?v=1sOlpdcEjsQ

Creative Arts/ Movement; shows growth in moving in time to different patterns of beat and rhythm in music.

Discovery

Bring in pictures or books about animals and their homes.

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

Blocks

Give the children 10 cube shaped blocks or similar shaped blocks and challenge them to build stairs.

Mathematics/Geometry & Spatial Sense; progresses in ability to put together and take shapes apart.

Art

Encourage the children to draw a large head shape, or use the one provided. Let the children use bingo daubers or their fingers to make chicken pocks on the head shape. The children can also personalize by adding hair or extending features.

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

Sand and Water

If your center allows, add rice to the table for pouring and scooping. If not, try birdseed as it makes the same kind of soothing sound when being scooped and poured.

Library and Writing

Give each child a picture of the stairs and encourage them to copy or write the numbers on each level. They can then cut out pictures of food to glue on the picture, or draw a picture of their own favorite food/s.

Physical Health & Development; Fine Motor Skills; progresses in abilities to use writing, drawing, and art tools, including pencils, markers, chalk, paint brushes, and various types of technology. AND Mathematics/Number & Operations; begins to associate number concepts, vocabulary, quantities, and written numerals in meaningful ways.

Dramatic Play

Bring in gift bags or shopping bags that the children can use in their play today.

Encourage the children to do some delicious cooking. Can they name all the pretend foods in your dramatic center?

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

Math and Manipulatives

Put the picture of the face on the table and explain to the children that when a person has the chicken pox that they get a rash that is all spotty. Let the children take turns rolling the dice. They can count the number of spots on the dice and then use a marker to make the corresponding spots on the face picture. As the children continue to add spots make comments about how the face sure has many chicken pox!

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

Outdoor Play

Use mud, sand, dirt, rocks, and other natural ingredients to cook a yummy feast today.

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 everyone made their food trades “En un dos port res” which means lickedty split or quickly. As the children move to the next activity ask them to move En un dos port tres or lickedty split.

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

Resources

Dear Parent,

Cooking is a wonderful way to share an experience with your child. While cooking you are introducing your child to math (add 2 cups of _______, ¼ teaspoon ____) and also science concepts (what happens to an egg when you add heat? What happens when you mix milk with flour?). Find a simple recipe that you and your child can make together.

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