Abuelo and The Three Bears, by Jerry Tello

This is the classic Three Bears but with a multi-culture twist. Read the original story and then use this to compare.

Materials

  • Tortillas, beans, salsa
  • Popsicle sticks
  • Bear Masks
  • Hot and cold cards

Vocabulary

  • At the end of the story all the Spanish words are translated.
  • Grumpy (grouchy and in a bad mood)
  • Stubborn (very determined and going to do it your way no matter what)
  • Family Reunion (when all the members of an extended family get together for a party)

Before Reading the Story

Ask the children if they ever have large family meals or meals where relatives and friends come to eat. What kinds of things do your parents make for these meals? (My Dad cooks spaghetti and Uncle Mark comes to my house, When Grandma came at Christmas we had turkey and cookies).

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.

Reading the Story

Make sure you stop and help the children understand the Spanish words.

Language Development/Listening & Understanding; understands a n increasingly complex and varies vocabulary.

After Reading the Story

Make a venn diagram and compare this story with the traditional Three bears. What are the similarities, what are the differences?

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

Discovery

Bring in some tortillas and salsa for the children to try. Make some frijoles to put onto the tortillas. If a child is a picky eater, encourage them to try a new food.

Approaches to Learning/Initiative & Curiosity; chooses to participate in an increasing variety of tasks and projects.

Music and Movement

Sing People in a Family, sung to Frere Jaques. https://www.youtube.com/watch?v=7FXH36epPnY

People in a family, people in a family
Eat together, eat together
People in a family, eat together
All day long, all day long.
People in a family, people in a family
Laugh together, laugh together
People in a family, laugh together
All day long, all day long

(ask the children to help think of other things that families do together.

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

Tap out patterns in sets of three and see if the children can copy you. (3 claps or 1 clap, 2 stamps, etc.)

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

Blocks

Challenge the children to make a bed and/or a chair for blocks big enough for a stuffed animal and then themselves.

Approaches to Learning/Engagement & Persistence; demonstrates increasing ability to set goals and develop and follow through on plans.  AND Approaches to Learning/Reasoning and Problem Solving; grows in recognizing and solving problems through active exploration, in trial and error, and interactions and discussions with peers and adults.

Art

Remind the children that Abuelo said Trencitas came back later to glue Ositos chair back together. Put out Popsicle sticks and glue and ask the children if they can build something from wood.

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

Library and Writing

Have the children dictate a recipe that their parent cooks to you. They can either draw the food or find a picture and cut it out. (My Mom makes me tuna sandwiches. She opens the can and puts it in a bowl. Put in 5 spoons of mayonnaise and some little pickle pieces. She puts a shake of that stinky stuff and mixes it all together. I like to eat it on bread with cheese).   

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.

Sand and Water

Add dampened sand to the table today and some cooking utensils and plates.  The children can pretend to cook various foods.

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

Dramatic Play

Add three bear masks and encourage the children to act out this or the traditional version of the three bears story. Add three bowls, three chairs and three blankets to represent beds.

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.

Math and Manipulatives

Sort things by those that are hot and those that are cold.

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

Outdoor Play

Encourage the children to have a family reunion.  Help them figure what role they will play (aunt, grandparent, cousin, baby, father, etc).

 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. 

Transitions

As the children go off to the next activity, play categories.  Have them name one of their favorite foods, a food they eat for breakfast, a food their parent cooks, or a food they like to eat at a restaurant.

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

Resources

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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.

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

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.

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This side is the folded edge side

Ada Twist, Scientist, by Andrea Beatty

Ada Twist did not talk until she was three and then her world was filled with how and why questions.  This book gives young children an introduction into what being a scientist is all about.

Materials

  • 1 index card per child with their name written on it.
  • 5-8 baggies with cotton balls inside. Before class, make smell bags by either putting  a liquid onto the cotton balls or adding a powder. I have used; shampoo, perfume, lemon juice, pickle juice, onion powder, oregano, thyme, baby powder.
  • 2 diet colas
  • 1 packet of mint Mentos
  • White vinegar
  • Baking soda
  • Many colored shapes; triangle, circle, square, and rectangles of various sizes.
  • A tray or two of ice cubes

Vocabulary

  •  Frazzled-Tired and weary
  • Chaos-A giant mess
  • Quivered-Shook
  • Dazed-Bewildered, to not know what to think
  • Traits-Behaviors
  • Stench-Gross smell
  • Research-to study or investigate something
  • Hypothesis-to make a guess about something
  • Fiction-Not real, fake

Before Reading the Story 

Ask the children if they know what a scientist does. (He/she is an inventor or a researcher. Talk about how scientists invent things to make life easier. Name some inventions that the children use in your classroom. Someone had to invent the scissors that you use to cut paper. Someone had to invent the cups we use at lunch to drink out of. And a scientist researched and figured out how to make the cold/warm air blow from the vents in our classroom. Scientists make the world a better place for everyone. Tell the children that there are two questions every scientist asks, can they guess what they are? How? and why? Have the children repeat the words how? and why? Introduce the story.

Social & Emotional Development/Knowledge of Families & Communities; develops growing awareness of jobs and what is required to perform them.

Reading the Story 

On the page where Ada’s parents yell “STOP!” Ask the children if they can guess why her parents said no. As you finish the book, ask the children to come up with something that they think has a gross and stinky stench. List their answers on a piece of paper and hang it on the wall.

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 if they can remember two questions that every scientist asks (how? And why?). Ask the children if they recall what Ada was investigating (what made the stinky stench). Ask the children if they have any why questions or how questions. Write them down and over the next few days, encourage the children to help think of the answers or show the children how to look up answers with a resource book or the computer. With young children you do not need the scientifically correct answer as much as showing them how to find an answer. (Why does my brother always get more candy than me?  How come my cat meows to wake me up?)  Let other children respond to the questions and answer them according to their personal experiences.

Language Development/Speaking & Communicating; progresses in abilities to initiate and respond appropriately in conversations and discussions with peers and adults.  AND Science/Scientific Skills & Methods; begins to describe and discuss predictions, explanations, and generalizations based on past experiences.

Discovery 

Tell the children that today you are going to investigate stinky smell. Put the smell baggies into the science center today for the children to experience. Can they guess any of the smells? Are there any that they like or dislike?

Science/Scientific Skills & Methods; begins to describe and discuss predictions, explanations, and generalizations based on past experiences.

Music and Movement

 Sing Rhyming Words Sound the Same sung to Loopdy Loo

Rhyming words sound the same (clap, clap)
Rhyming words sound the same.
Rhyming words sound the same (clap, clap)
Rhyming words sound the same.

(Now make a chanting sounding word such as house and see if the children can make a word that rhymes. For younger children I have added pictures of rhyming words to help them visualize the rhyme).

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

Play Teacher May We? Have the children stand in a large circle. Ask a child to show you a movement (jumping, flapping arms, etc.) Then help all the children to say “Teacher may we”? The teacher then says “Only if _______can make a word that rhymes with ______ (frog, wig, and). The child makes the rhyme and everybody does the movement.

Literacy/Phonological Awareness; shows growing awareness of beginning and ending sounds of words.  AND Physical Health & Development/Health Status & Practices; participates actively in games, outdoor play, and other forms of exercise that enhance physical fitness.

 Blocks

 Put out any alphabet blocks or cubes you might have and encourage the children to find the letters in their name as they build today. If you do not have alphabet blocks, put sticky notes onto the blocks with letters written on them.

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

 Art

Put out the many shapes of triangles, circles, squares, and rectangles along with glue sticks. Give children a piece of paper and encourage them to make objects using the shapes. Add magic markers for embellishing.

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

Sand and Water

Fill the table with water today, then ask the children what they think will happen if you add ice cubes to the water? Let them hypothesis and then add the cubes and see if they were correct.

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

Library and Writing

Use the My Favorite Senses sheet. Fill one out for each child. Suggest that they illustrate one of their favorite senses.

Literacy/Early Writing; begins to represent stories and experiences through pictures, dictations, and in play.  AND Literacy/Early Writing; develops understanding that writing is a way of communicating for a variety of purposes.

 Dramatic Play

 Let the children invent their own play today. Observe where it goes and how the children respond to one another.

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

Math and Manipulatives

Put out a bowl of puff balls or other small manipulative. Encourage the children to take a handful and guesstimate how many puff balls they have in their hand. Then have the child count out the manipulatives in their hand. Ask the child, “did you have more, less, or the exact amount”?

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

Outdoor Play

In the book, Ada does a science investigation in her classroom by making a geyser. On the playground take the following ingredients and try it as a class. You will need several bottles of diet soda/coke and mint Mentos. Ask the children what they think will happen when the mint Mentos are put into the soda? Have the children stand back, open the soda and quickly put 5-7 Mentos into the bottle. You can continue experimenting with different sodas or the amount of Mentos added.

Have the children make a big volcano in the sand box. Put a small pail in the center and let the children take turns putting several tablespoon of baking soda in the pail. Next add a cup of white vinegar and see what happens.

Which was more impressive, the geyser or the volcano?

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

Transitions

Point to one of the pages where the blocks spell out ADA’s name. Ask the children if they recognize any of the letters. Then take the index cards with the children’s names on them and hold them up one at a time. Can the children recognize their name in print? Can they name any of the letters in their name?

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

Dear Parents- Today we read a book about a girl scientist who asked many how and why questions.  When your child asks you these questions, help them find the answer by looking on the computer or sharing your experience/knowledge.  

Resources

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