Dog’s Colorful Day, by Emma Dodd

Dog is a white dog with one black spot until he begins his day. Wherever he goes, he adds another colored spot. This story makes learning colors and counting fun.

Materials

Dog picture
10 small paper plates
dice
bowl of colorful puffballs
spray bottle filled with water
white coffee filters

Vocabulary

Messy (to get all dirty)

Before Reading the Story

Ask the children to raise their hand if they have a dog at home. Give them several minutes to talk about their dogs. Read the title to the children and ask them if they know what messy means. If not, tell them that in the story messy means getting all dirty. Ask the children what they do when they get dirty? (Take a bath/shower). Attach a piece of paper to the wall and draw a line down the center. On one side write BATH and on the other write SHOWER. Ask each child if they like baths or showers better and write their name on the corresponding side. Ask the children who have dogs if their dog likes to take a bath. Let them share any dog bathing experiences before reading the story.

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

As you read each page, point to the new spot and see if the children can name the color. Then count the spots on Dog before turning to the next page.

Mathematics/Number & operations; develops increasing ability to count in sequence to ten and beyond.

After Reading the Story

Go back through the book with the children . Turn each page and show the children the spot as you name the color. Ask the children if they can remember how Dog got that colored spot? As you turn the pages, the illustrations will help the children to recall how each colored spot was made. Encourage them to tell you using full sentences.

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

Let the children draw dots on white coffee filters with water soluble markers. After they have filled their filter with dots, let them use a spray bottle and watch the colors begin to mix.

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

Music and Movement

Chant Left Hand Right Hand

Make sure you are facing the children when you do this and you do the opposite so the children are mirroring you using their correct right and left.

Left hand, right hand I am cool

Left hand, right hand I learned at school.

Continue using knees, elbows, etc.

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

Rainbow song https://www.youtube.com/watch?v=nRTdq0VsLGQ

If your children are fairly competent with their colors, bring a piece of construction paper in each color and pass them out one per child. The children take turns holding up when the color in their hands is sung.

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

Count to ten and back again. Have the children crouch down low and as you count to ten, slowly begin to rise taller and taller until at ten your hands are over your head. Now count back down to 1 slowly getting smaller and smaller. When you get to 1 you should be crouched down again. Say blast off! And everybody jump up into the air.

Mathematics/Number & operations; develops increasing ability to count in sequence to ten and beyond.

Teach the children the song My Dog Rags and the actions that go along with it. https://www.youtube.com/watch?v=pjiH_pj1_Lw

Blocks

Add colored blocks to the center today. As the children build, ask them to show you a red block, a blue block. Ask them to count all the green blocks. Help make them aware of al the colors in their structure and the color names.

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. AND Social & Emotional Development/Self-Concept; demonstrates growing confidence in a range of abilities and expresses pride in accomplishments.

Art

Give each child a dog picture. On the table put out the paper plates with only a little paint. Show the children how to put a pencil, eraser end, into the paint and make spots on Dog by using an up and down motion.

Creative Arts/Art; gains ability in using different art media and materials in a variety of ways for creative expression and representation. AND Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions.

Sand and Water

Add water and have the children wash any rubber animals that you might have (I’m thinking block center animals). Talk about when we play with toys they get dirty so sometimes we need to give them a bath to clean them up.

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.

Library and Writing

Put out the pictures of the animal pets with a pencil and paper for each child. Challenge the children to write the name of each pet on their paper. The children may enjoy drawing a pet that they have at home.

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

Dramatic Play

Pull out your doctor play kit and add stuffed animals and several boxes or bins. Turn into a veterinary office.

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

Math and Manipulatives

Make a big dog on a large piece of construction paper. Put out a bowl of puffballs. The children take turns rolling the dice and putting that many spots onto the dog.

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

Outdoor Play

On the way to the playground, act out the following poem with the children.

We’ll hop,hop,hop like a bunny

And run run run like a dog

We’ll skit skit skit like a kitten

And jump jump jump like a frog

We’ll swim swim swim like a goldfish

And fly fly fly like a bird

We’ll gallop gallop gallop like a horse

And then walk walk walk like children, of course.

Language Development/Listening & Understanding; shows progress in understanding and following simple and multiple-step directions. AND Language Development/Listening & Understanding; understands an increasingly complex and varied vocabulary.

Provide hula hoops for the children to pretend to be dogs doing jumping tricks through the hoop.

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

Transitions

Cut out little strips of construction paper in the colors that you are working on in your class. Give each child a color strip and explain that they need to go on a color search and bring back 2 items that are that color. As they show you their two items they go off to the next activity.

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.

Resources

Joseph Had a Little Overcoat, by Simms Taback

Joseph has a blanket that he loves. Instead of throwing it away, his Grandfather helps him turn it into something new.

Materials

Master of cuts to tell the story with
Paper plates with holes punched one inch from edge all the way around. 1 per child
Colored yarn
Precut squares of various colors of construction paper cut into 7-inch squares, 5-inch squares, 3-inch and 1-inch squares.
Several precut shapes of cardboard or poster board (square, rectangle, triangle, oval, circle)

Vocabulary

Frazzled-exhausted
Kaput-finished, done
Tattered-all torn and scruffy

Introducing the Story

Begin by telling the children that when you were a little child you had a special blanket or stuffed animal. Ask the children how many of them have something special that they sleep with or use to comfort them? Let the children share about their special blanket or animal. (My sister gots a blankey, I have a purple cow that I sleep with, I like to sleep with my duck that Aunt Lara gived to me). Tell the children that today’s story is about a little boy who had a special blanket that got worn and tattered. Ask them what they think might happen to the blanket.

Language Development/Speaking & Communicating; progresses in abilities to initiate and respond appropriately in conversation and discussions with adults and peers. 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 purposes.

Reading the Story

As you read the story, cut out the different items that grandfather sewed. As you are cutting help the children to repeat, “it’s getting smaller and smaller”.

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

After Reading the Story

Ask the children if they can remember what Grandfather gave to Joseph when he was born (a blanket). What happened to the blanket? Then what happened? Help them list the items that the blanket was made into. What was the smallest thing that Grandfather made from the blanket? Explain to the children that Grandfather was recycling Joseph’s blanket. Ask the children if they recycle anything at home (food scraps, newspapers, bottles?). Explain that instead of throwing things away, they can recycle it. Ask if anyone has ever been to a yard sale? This is one way families recycle things they no longer want or need. Allow the children to talk about any recycling that their families might do. Lastly tell the children that you are going to set up a recycle center in your discovery area.

Music and Movement

Sing songs that have the children going from a squatting position to an upright position and then back down small again.

When I was one years old, I was very very small. But now I’m 3 years old, and I’ve grown up big and tall!

There was a King of York, he had 500 men. He marched them up to the top of the hill, And then marched down again. And when you’re up you’re up, And when you’re down you’re down, But when you’re only half way up, you’re neither up nor down.https://www.youtube.com/watch?v=KGvEQTQaTbQAs you sing this, have the children move and down with the words.

I’m going up, up, up, I’m the elevator man. Up, up, up, as high as I can. Coming down so be careful of the doors. Coming down to the very first floor.

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

Discovery

Put out a box to collect used paper in. Put out a box to collect used soda cans in. Put out a box to put used clothing in. Write what the box is for on the front of each box. Send a note home and to the other teachers stating that you are collecting cleaned used soda cans. As the cans come into your classroom, show the children how to stomp on the can and toss it into the box marked ‘cans’. How to put paper scraps in the recycle instead of the garbage, and encourage them to bring unwanted clothing to school.

Literacy/Early Writing; develops understanding that writing is a way of communicating for a variety of purposes.

Make Play Dough with the children. In a large bowl add 3 cups of flour and 1 cup of salt. Add in ¾ cup of water and begin stirring with a wooden spoon. At this point it should be similar to bread dough. Keep adding small amounts of water until the dough is workable and not sticky. Give each child a ball of dough and have them punch a hole in the middle. Add 2-3 drops of food coloring into the hole. The children can continue to knead the dough until the color is throughout and the dough is soft and pliable.

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

Blocks

Challenge the children to use two or more blocks to make and name a new shape. (2-small rectangle wood blocks put together makes a square).

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

Art

Lay out your precut squares of colored construction paper on the art table. Give each child a piece of paper and show them how to glue a 7inch square with a 5 inch square on top, with a 3 inch square on top of the 5 inch square, and lastly a 1 inch square on top of the 3 inch square. This should make a seriated square from large to small. Glue the whole thing onto the piece of paper. Let the children practice gluing largest to smallest onto their paper. Some children will find this difficult to do. Any finished product is wonderfully correct.

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.

Sand and Water

Put dampened sand into the table today and various sized measuring cups or sand forms. Have the children practice making the shapes by filling the container, tapping the sand, then turning over quickly and tapping again. Pull the shape off. “Look you made something from nothing”.

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

Library and Writing

Give children your precut shapes that they can trace around onto paper and then decorate like a special blanket.

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

Dramatic Play

Put out many different items of clothing today. Can the children name all the different items? Can they do the zippers, buttons, Velcro, and snaps?

Physical Health & Development/Fine Motor Skills; develops growing strength, dexterity, and control needed to use tools such as scissors, paper punch, stapler, and hammer.

Math and Manipulatives

Give each child a paper plate and a length of yarn about 18 inches long. At one end of the yarn, fasten a piece of masking tape round and round to make a stiff “needle”. Tie the other end of the yarn through one hole of the paper plate. Show the children how to weave in and out of the holes, sewing the edges of the paper plate. When they have sewn all around the edge of the paper plate, let them use crayons or markers to draw a design or picture inside.

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

Outdoor Play

Play Sculpture with the children. Take each child and hold their hands. Spin around and around with them and then let go of their hands. As they land they have to stand still and decide what kind of a creature or object they have become and act it out. I have found when we play this game I have lots of dinosaurs and sharks or kittens and ponies. It’s all good and the idea is to make oneself something.

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

Transitions

Play Is It Bigger Than or Smaller Than. Ask children one at a time to name an object that is bigger or smaller than an object you name. Bigger than a cat, smaller than a mouse, bigger than a car, smaller than a flower, etc.. Let each child name one bigger than or smaller than as they head off to the next activity.

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

Dear Parent- Today we read about a boy whose Grandfather made him clothing from an old blanket. Do you have anything in your house that has been up-cycled? If so, point it out to your child. Some examples might be a boo-boo bunny from a washcloth, a rug from old rags, a flower pot from an old coffee mug, etc.. Also we are recycling old clothes for the next week. If your child has any clothing that they have outgrown, you may send it to school and we will find another child who is able to wear it or add it to our dramatic play center.

Resources

This picture represents a folded piece of paper.

Screen Shot 2018-08-10 at 3.58.12 PM — This side is the folded edge side

Tell Me a Tattoo Story, by A. McGhee

A father shares with his son the back-story on the tattoos that he wears. This is s sweet book about a conversation between a father and child.

Materials

Sticky backed blank name tags
2-inch paintbrushes and several buckets
Manila folders or shirt type cardboard
Ask parent to send in a picture of the child’s family. Make sure you tell the parent that you will put it in a project protector and that you will give it back within the month.
Pictures of mother and baby animals

Vocabulary

Be Kind (nice and caring towards others)
Evaporate (fades, disappears, vanishes).

Before Reading the Story

Ask the children if they know anyone who has a tattoo? Let them share any information they might have in regards to tattoos. (My Mommy has a tattoo on her back, it’s a feather. My uncle has a tattoo right here. My grandpa has a ugly lady on his arm. He says it’s grandma). After the children have been able to share what they know about tattoos, introduce the book.

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

Reading the Story

On the “Be Kind” page, make sure the children understand what being kind means. What is the boy doing in the picture that is kind? When the child is in the bathtub and asks if he has ever met the pretty girl, ask him if they can guess who that pretty girl was? On the page where there is the heart with numbers on it, ask the children if they can guess who’s birthday those numbers stand for?

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.

After Reading the Story

Ask the children why the boy and Father thought the heart with the numbers was the best tattoo? (It’s the boys’ birthdate). Ask the children if they know when their birthday is? Help them to understand the season or the holiday that it might be near. (Roger your birthday is December 23, that’s just right before Christmas. Angel, your birthday is in June, that’s when the weather is really getting nice outside).

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

Discovery

Pictures of Mother and Baby animals to sort and make pairs.

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

Music and Movement

Sing People In a Family to the tune of Frere Jacques . https://www.youtube.com/watch?v=BC6rvbxdywg

People in a family, People in a family

Eat together, eat together.

People in a family, eat together

All day long, all day long.

(Ask the children what other things they do with their family and make a verse for it).

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.

Blocks

Add Family People to the blocks today. Watch to see if the children develop an family themes or conversation in the center today.

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

Art

Give each child a half of a manila folder. Use a glue-stick to stick the items from your nature walk to the manila folder. Once everything is tacked down, take a piece of aluminum foil and drape over the manila folder covering all the entire folder and objects. Show the children how to rub the foil gently with their finger to reveal the objects underneath. Tacking cardboard shapes to the manila folder could also do this. https://cassiestephens.blogspot.com/2016/08/in-art-room-texture-relief-with-second.html

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.

Sand and Water

Library and Writing

Tell the children that today they are going to make their own tattoo by drawing or writing on a blank name tag. When they are finished let them peel the paper off the back and put their tattoo on their body.

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

In the story, the father told stories about each of his tattoos. Ask the children to draw a picture about their family and then tell you the story which you can dictate onto another piece of paper.

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

Dramatic Play

Hang the pictures of the children and their families in the dramatic center. The children can use these to talk about family structures, similarities, and differences.

If you have a dollhouse, set it up today.

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

Math and Manipulatives

Use you teddy bear counters or other animal counters if you have them. Put out two groups of teddy bears and ask the child which family is larger? Put out a family with 5 members and ask the child if they can make a family with less members. Play along with the child/ren making sets that are larger than, equal to, has fewer or more.

Mathematics/Number & Operations;begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, and equal to.

Outdoor Play

If it’s a nice day, fill buckets with water and let the children use the 2-inch paint brushes to water paint the sidewalk, the building, the tree. Help them to notice that the water evaporates as it sits out in the sun. (Evaporation is when the sun heats up water, turning it into a water vapor (gas, which then evaporates into the air to become part of the rain cycle).

Science/Scientific Knowledge; develops growing awareness of ideas and language related to attributes of time and temperature.

Go for a nature walk and collect any small-thin interesting nature objects (sticks, leaves) for today’s art.

Transitions

Ask the children to name the people in their family before they go off to the next activity.

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