Unit 1, Connecting With School and Friends 24-25
September 9 - October 25Unit 1: Connecting with School and Friends
Unit Overview
In Unit 1, children learn social-emotional skills, classroom routines, and how to use classroom materials. Children will learn to follow routines of the day as well as how to be in a group, make friends and work together.
KEY CONCEPTS
- Nature
- Think-Pair-Share
- The 5 Senses
- Six Friendship Skills
- Give a Toy
- Help a Friend
- Give a Play Idea
- Ask to Play
- Give Friendly Touches
- Give a Compliment
CULMINATING PROJECT
The Unit 1 project is building classroom community. While Unit 1 does not have a culminating celebration or physical final product, the "project" of building classroom community is successful when the children are engaged in learning, behaving in a safe and respectful manner, and fully participating as team members. Please see page 3 of the unit guide for more information.
C4L Processes
C4L develops ten cognitive processes that are both domain specific and applicable across all four domains. The C4L curriculum incorporates all processes within each unit, but some units place a stronger emphasis on a particular process goal. The following C4L learning processes are addressed within Unit 1.
1. Communicating and Representing
2. Cooperating
3. Comparing and Classifying
4. Creating, Imagining, and Innovating
5. Observation
6. Persisting, Attending, and Self-Regulation
7. Reasoning and Problem Solving
8. Using Tools Strategically
Scope and Sequence
- August 29 - September 6 • Welcome Students to School
- September 9 - 13 • Unit 1: Connecting With School and Friends • Week 1
- September 16 - 20 • Unit 1: Connecting With School and Friends • Week 2
- September 23 - 27 • Unit 1: Connecting With School and Friends • Week 3
- September 30 - October 4 • Unit 1: Connecting With School and Friends • Week 4
- October 7 - 11 • Unit 1: Connecting With School and Friends • Week 5
- October 14 - 18 • Unit 1: Connecting With School and Friends • Week 6
- October 21 - 25 • Unit 1: Review Week
FAMILY CONNECTION
Family Connection will be offered to each family once a month. Except where indicated, Family Connection sessions may be offered individually or in the small group setting so families can build a support network and discuss shared concerns and solutions with each other (e.g., families with similar needs such as interpreters, instructional supports, etc.). For more information about Family Connection, please visit the Family Connection page.
- September sessions should be scheduled individually for Beginning of Year Parent Conferences. For Pre-K students, this includes the Parent/Guardian Interview Questionnaire and screening process. Teachers are encouraged to schedule dates for the remainder of the year at this time.
- October sessions may be scheduled individually or in the small group.
Additionally, the Unit 1: Connecting with School and Friends unit guide includes ways to the set the stage for positive school-home connections within the context of the unit. Please see pages x-xi of the unit guide for more information.
School Readiness Resources for familiesLinks to an external site.
Learning Centers
Children benefit from opportunities to interact on their own and with peers in self-guided play and from chances to interact with adults who scaffold learning experiences during play. The learning center suggestions provided for Unit 1 connect directly to the learning objectives for each C4L domain and allow children to deepen their understanding of target concepts and to practice target skills. The following activities are suggested for Unit 1 Learning Centers.
- Art Center: Chalk and Water Painting; Favorite Things Classroom Collage; Make a Self-Portrait; Finger Paint a Picture; Color Wheels; Color Matching; Color Creation!; Make Puppets; "Goldilocks and the Three Bears"
- Book Nook: Environmental Print Books!; Library Cards; Puppet Storytelling; Alphabet-Card Match; Book Scavenger Hunt; Felt Board Story; "Goldilocks and the Three Bears" Felt Story; Picture Walk with Your Senses
- Computer Center: review approved HCPSS digital tools Links to an external site.; technology-themed dramatic play (e.g., paper computers, keyboards, office materials); practice log-ins; student recorded video/photos)
- Construction Zone: Sorting Blocks; Build a Road; Build a Tower
- Dramatic Play: Home; School; "Goldilocks and the Three Bears"
- Exploration Center: Fingerprint Exploration; Fun with Sight; Fun with Smells; Fun-with-Senses Sort; Fun with Touch; Fun with Sound
- Games and Puzzles: What's Missing?; Get Goldilocks Home; How Many Is That Number? Math Group Games Links to an external site.
- Listening Center: Record Your Voice; Teacher Share Learning Centers Folder; Contact HCLS Branch Representative to request HCLS materials using A+ Partnership (e.g., Overdrive, Wonderbooks, VOX Audio Playback Device); QR codes; Following directions songs/music; E-books (e.g. student-created, Epic! app)
- Show What You Know Center: Continue Self-Portraits; Learning Center Signs; Explore Book-Making Materials; Growth Charts; "Every Buddy Counts" Bulletin Board; Classroom Labels
- Writing Center: Signs, Labels, and Descriptive Text; Sand Trays; Copy a Line; Cut Paper for the Sensory Table; Manipulating Letters, Shapes, and Pictures
A full description of unit-aligned Learning Center activities and materials can be found in each unit guide. Please note that Learning Centers should have a wide variety of materials and activities, and should not be limited to those listed above and in the unit guide.
Grading Tools
Unit 1 Formative Assessment Recording Sheets Links to an external site.
PK4 Quarterly Grading Spreadsheets Links to an external site. *NEW 2024*
HCPSS Rubrics for Grade Books and Report Cards Links to an external site.
Grading Tools Folder Links to an external site.
C4L Unit 1 Assignments for Canvas Grade Book
- Search "C4L Unit 1 Formative Assessments" in Canvas Commons
- Two versions - Prekindergarten and Preschool
- Four domains - Language & Literacy, Mathematics, Science, Social Emotional
Resources
Connect4Learning Long Range Plans for 4-Year-Olds Links to an external site.
Unit 1 Teacher Share Folder Links to an external site.
-
- Note: read alouds are for instructional use only. Scanned copies may not be linked in teacher's Canvas pages.
Alphabet Cards Links to an external site.
Alphabet Chart Links to an external site.
Lee and Low Optional Lesson Plans/Classroom Connections Links to an external site.
Numeral and Dot Cards Links to an external site.
Science Journal Covers Links to an external site.
SEFEL Emotion Cards Links to an external site.
SEFEL Emotion Resources - English and Spanish Links to an external site.
Supplemental Math Materials
Overview
Group Games and Transition Quick Cards should be used in all PK4 classrooms (Pre-K, MINC-PK) to provide additional opportunities for students to apply and generalize math skills and concepts throughout the day and across instructional settings.These locally-developed materials align to the approved curriculum, Connect4Learning, and the Maryland Early Learning Standards (PK4).
Purpose
The purpose of the Math Supplemental Materials is not just to help students generalize the knowledge they are gaining in whole-group and small-group instruction but also to reinforce the skills and concepts in a fun and engaging way. This reinforcement can significantly increase motivation to learn. Students will engage and put effort into learning and practicing new concepts when motivated to learn. Math Games and Transition Quick Cards help develop problem-solving skills by requiring students to think critically, solve problems, and apply learned knowledge. Furthermore, Social-emotional skills are supported when students engage in gameplay. Math games support collaboration and communication with peers, and this interaction will help students develop critical social skills such as taking turns and sharing. Furthermore, Transition Quick Cards provide practice and generalization of number sense.
Implementation Expectations
Group Games
- Group Games and Transition Quick Cards should be used in all PK4 classrooms (Pre-K, MINC-PK) to provide additional opportunities for students to apply and generalize math skills and concepts throughout the day and across instructional settings.These locally-developed materials align to the approved curriculum, Connect4Learning, and the Maryland Early Learning Standards (PK4).
- Teachers should introduce Group Games with a small group of students. Begin by explaining and demonstrating the game to a small group of students. Small groups allow focused attention and ensure students understand the rules and objectives.
- It is essential to practice Group Games several times with the students before letting them engage independently. This practice allows students to build their confidence. Once the students are comfortable with the game, make it available for them to play independently.
- Group Games should be available for the students in the Games and Puzzles and the Show What You Know Centers.
- Take advantage of opportunities for data collection while students play the games. Observe and record students' problem-solving strategies, understanding of math concepts and skills, and ability to follow rules and instructions. Observational data collected during Group Games can inform future instruction and support individualized learning.
Transition Quick Cards
- Transition Quick Cards should be implemented throughout the day. Many activities provided are great for when students need to move or transition from one area to another.
- Try to use one card for several days or several times a week to help students build an understanding of the skill or concept.
- Observe and record students' conceptual understanding of skills or concepts being taught.
Resources
Supplemental Math Materials Links to an external site.
Group Games Links to an external site.
Transition Quick Cards Links to an external site.
Learning Trajectories
Each math formative assessment sheet has a heading that lists math levels for that lesson. The correspond to the math learning trajectories. Links to an external site. These levels Links to an external site. show the progression of concepts, structures, and skill development in math learning, and are sequential from top to bottom within each tab or section.
As you plan a math lesson, first note the objective. Then, look at the learning-trajectory levels on the formative assessment Links to an external site. for that lesson. Next, take a few minutes to think about the children in the small group, based on your previous work with them. Refer to the formative assessment information that you have gathered so far. Then, think about the following questions.
| Formative Assessment Question | Learning Trajectory Component | What You Can Do |
|
What is the goal level? |
The goal level describes the mathematical concepts, structures, and skills that you want the children to learn. | Make sure the goal for the lesson you provide is one - but only one! - level above the level the children have already achieved. |
| Where are the children now? | Use the information in the Learning Trajectories Links to an external site. (C4L Teacher's Handbook Appendix B) to help determine how the children are thinking now and what the next step, or level of thinking, would be. | Use your observations on the small-group formative assessments and any other information, such as one-on-one interviews, to document what level the children are on and if they are making progress. |
| How can you get them to the goal level? | Provide lessons linked to each level, which are listed in the Learning Trajectories. Links to an external site. These lessons are designed to promote the kind of thinking that will bring children to the next level. | Modify activities so that they are appropriate and yet challenging for the small group and for the individual children. |
If students are thinking at a level well below the target level, modify the activity so that it is appropriate for them - about one level higher than you have observed previously. Then, while you're engaging with students in the activity, modify it as you see students struggle or move to a higher level.
Week 1: September 9 - 13
Table Time Centers
The following Teacher-Selected Centers align to the learning objectives for Unit 1 and are intended to focus on fine motor development, social foundations, and oral language and communication skills. Select a few options from the choices provided, setting them out for arrival and student choice.
Instructional staff who are not supporting arrival should be conducting data collection and facilitating the major focus areas of this time: fine motor, social-emotional, and oral language development. Once students can engage with the materials independently, these centers can become an independent activity during small group rotations.
- Art Center: color pictures of people, families, and school items (facilitate age appropriate grip use small/short writing utensils); use glue and various materials to create pictures, paper bag puppets, etc.; explore different art materials (e.g., paint sticks, markers, bingo daubers, crayons, color pencils, q tips, stamps) and a blank piece of sturdy paper to create a collage.
- Construction Center: Build a Road (pg. 13) add cars, signs and images with concepts of print; build a tower (for modification, use various toys that link together (e.g., unifix cubes, magnetic blocks, legos, bristle blocks); use various materials and a variety of family figurines to play and build their houses, including visuals and models as needed.
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Writing Center: various letter builders, including straight and curved lines for exploring letters; Play-Doh; Mr. Potato Head
Read Aloud
There are two Read Alouds each week for 3-year-told classrooms. Each Read Aloud title is completed in two parts over the course of two days. The first title is completed on Monday and Tuesday, and the second Read Aloud is completed on Thursday and Friday.
The following adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds. Lesson plan pages are noted next to the titles.
"Otto Goes to School" (p. 27)
- Day 1: Teach thumb voting procedure and use as a routine. Ask, "Did you like the book?" Practice by asking other simple yes/no questions.
- Day 2: Ask students to recall what they remember from the story and add to a list of chart paper. After the story, add more details.
"Pete the Cat: I Love My White Shoes" (p. 42)
- Day 1: Before reading the book, point out the title and author. While reading, point out reading directionality. Read and introduce senses vocabulary. After reading ask simple questions about Pete the Cat's senses, focusing on sounds and sight.
- Day 2: Teach the "Think-Pair-Share" procedure, removing the verbal component from the routine. The share should be a gentle touch (e.g., high five, hand signal, eye contact, etc.). Use thumb voting procedure to ask simple questions about Pete the Cat (e.g, "Did you like the book?").
Targeted Vocabulary
- School
- Friends
- Share (before Pete the Cat Book)
- Emotions (worried, mad)
- Hear/Ears
- See/Eyes
- Turn (my/your turn)
Connect
The following Connect lessons are completed during Week 1 for 3-year-old classrooms:
- How Many Are Here Today? (p. 28)
- Expectation Review and Friendship Wiggle (p. 45)
- I Spy New Friends (p. 29): Will need to pre-teach vocabulary for observe/observation.
Small Group
The following Small Group lessons are taught in Week 1 for 3-year-old classrooms. The suggested adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds.
- Day 1, Snack Time Observations (pg. 54): Use "Our Senses" book as a teaching tool to introduce body parts and senses by singing senses song. Use various types of food to help with the different senses (foods with a strong smell, taste, etc.). Use visuals of the senses and body parts and have students point to the body parts used for taste and smell if not yet labeling. Provide opportunities to make predictions, ask questions and state observations.
- Day 2, Friendship Skill Give a Toy (p. 46): Include visuals for "my turn" and "your turn." Introduce by taking turns in a circle (your turn/my turn), modeling "Can I have a turn?" with students or other classroom staff.
- Day 3, Counting Time (p. 38): Use an intro song and a math mat with numerals, focusing on touching and counting (1:1) using manipulatives such as cubes.
- Day 4, "Meet Our Class" Book (p. 30): Use visuals of faces and C4L shapes (circles for eyes and head) for guidance when students are creating their pictures. For students who have trouble with drawing, use a combination of drawing and shapes to support their drawing.
Fast Focus
The following Fast Focus lessons are completed during Week 1 for 3-year-old classrooms:
- "The Parts of Me" (p. 32): Include visuals for the 5 senses
- Looking At Letters (p. 33)
- Our Name Chart (p. 41): Pair with symbol or photo of student
- "Johnny Has One Friend" (p. 48)
- If Your Name Starts with… (p. 49): Pair with a symbol or picture of student and point out the first letter of their name as their "special letter."
- Animal Alphabet (p. 62)
Centers
Children benefit from opportunities to interact on their own and with peers in self-guided play and from chances to interact with adults who scaffold learning experiences during play. The learning center suggestions provided for Unit 1 connect directly to the learning objectives for each C4L domain and allow children to deepen their understanding of target concepts and to practice target skills.
The following Unit 1 Learning Centers are provided for 3-year-olds during Weeks 1-2. Please see your Unit guide (p. 9-19) for more information about specific centers.
- Art Center: Finger Paint A Picture (p. 10); explore sense of touch (chalk, paint, food coloring ice cubes, bubble wrap painting, food painting, sand and glue, sand paper, etc.)
- Book Nook: Environmental Print Books! (p. 11)
- Computer Center: work on the prerequisite skills by playing with cause and effect toys; iPad/Chromebook games; isolation of pointer finger; I Spy games, etc.
- Construction Zone: Build a Tower (p. 13)
- Dramatic Play: Home (p. 13)
- Exploration Center: Fun with Sight (p. 16)
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Listening Center: play with sounds (e.g., toys with sounds, iPads, environmental sounds, musical instruments, rhythm sticks)
- Show What You Know Center: color classroom and center labels
- Writing Center: stickers and paper
Week 2: September 16 - 20
Table Time Centers
The following Table Time Centers align to the learning objectives for Unit 1 and are intended to focus on fine motor development, social foundations, and oral language and communication skills. Select a few options from the choices provided, setting them out for arrival and students choice.
Instructional staff who are not supporting arrival should be conducting data collection and facilitating the major focus areas of this time: fine motor, social-emotional, and oral language development. Once students can engage with the materials independently, these centers can become an independent activity during small group rotations.
- Art Center: color pictures of people, families, and school items (facilitate age appropriate grip use small/short writing utensils); use glue and various materials to create pictures, paper bag puppets, etc.; explore different art materials (e.g., paint sticks, markers, bingo daubers, crayons, color pencils, q tips, stamps) and a blank piece of sturdy paper to create a collage.
- Construction Center: Build a Road (pg. 13) add cars, signs and images with concepts of print; build a tower (for modification, use various toys that link together (e.g., unifix cubes, magnetic blocks, legos, bristle blocks); use various materials and a variety of family figurines to play and build their houses, including visuals and models as needed.
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Writing Center: various letter builders, including straight and curved lines for exploring letters; Play-Doh; Mr. Potato Head
Read Aloud
There are two Read Alouds each week for 3-year-old classrooms. Each Read Aloud title is completed in two parts over the course of two days. The first title is completed on Monday and Tuesday, and the second Read Aloud is completed on Thursday and Friday.
The following adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds. Lesson plan pages are noted next to the titles.
"Animal Alphabet" (p. 67)
- Day 1: Complete the activity as written on page 67 for making predictions. Bring attention to the first letters of student names as you go through. Complete A-M, then save the rest of the book for the next day.
- Day 2: Review a few letters from yesterday before resuming with N-Z. Use the same practices as yesterday, highlighting the first letters of student names.
"Can I Play Too?" (p. 82)
- Day 1: Read the book all the way through, highlight the play skill being targeted: asking a friend to play. This is priming the students for tomorrow's reading.
- Day 2: Reread, completing the lesson as written on page 82 except for the "Think-Pair-Share" procedure. Re-teach the procedure from week 1 with gentle touches, then have the students share with the group some ideas of how they can ask a friend to play or how they can respond when a friend asks them to play. Provide examples if necessary.
Targeted Vocabulary
- Guess/Predict
- Alphabet
- Letter
- Learn
- Observe/Watch
- Friends
Connect
The following Connect lessons are completed during Week 2 for 3-year-old classrooms:
- I Spy Something In the Classroom (p. 70): Prior to the lesson, review the "Processes" box to support direct teaching of standards. Pair the item description with a picture or object from that area, have the number of items to count be a smaller amount. Use center labels from your activity board and ask a student to find it in your room; OR, use center signs you've made so far to help students find different areas in the classroom; OR, get objects from different parts of your classroom such as a paint brush and match it to a picture of that area of your classroom; OR consider using the book "Nature Spy" to introduce this topic
- Two Arms- Show Your Partner (p. 69)
- Center Sort and Outdoor Brainstorm (p. 84)
- Subitize (p. 98): count w/ 1:1 correspondence up to 3, then 5, rote count to 10
Small Group
The following Small Group lessons are taught in Week 2 for 3-year-old classrooms. The suggested adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds.
- Day 1, Title Page for "Meet our Class" Book (p. 71-72): Prior to the lesson, review the "Processes" box to support direct teaching of standards. Provide students alphabet charts, the letters in their names individually and/or their names written out.
- Day 2, Classroom Spy (p. 94): Use the book "Nature Spy" as a teaching tool for this lesson. Consider the different objects the characters find, guide the students when looking for the objects.
- Day 3, Friendship Skill (p. 86-87): Use a timer for each turn as well as premade visuals.
- Day 4, Explore Dot Pictures (p. 78-79): Use the book "10 Black Dots" as a teaching tool for this lesson. Go through pages based on student need and give students strategies such as touching each dot and provide students with same number of manipulatives and have them move the counters as they count.
Fast Focus
The following Fast Focus lessons are completed during Week 2 for 3-year-old classrooms:
- Our Names: Same and Different (p. 89): modification-pair name w/ students' picture or symbol
- Subitize (p. 96): focus on 1:1 correspondence up to 3, then 5. Also consider "Developing Number Concepts, Book 1 by: Kathy Richardson" (p. 35): Finger Counting
- "The Parts of Me" (p. 73): provide visuals
- Alpha Pig's Alphabet Song (p. 73)
- Moves To Count (p. 80): use numbers less than 5, provide action cards for students to choose from to follow spatial directions involving the body using prepositions (i.e. above, below, next to, behind).
- Whose Name Is This? (p. 81): pair name w/ students' picture or symbol, or use something in the classroom, like names for activity board or sign in
Centers
Children benefit from opportunities to interact on their own and with peers in self-guided play and from chances to interact with adults who scaffold learning experiences during play. The learning center suggestions provided for Unit 1 connect directly to the learning objectives for each C4L domain and allow children to deepen their understanding of target concepts and to practice target skills.
The following Unit 1 Learning Centers are provided for 3-year-olds during Weeks 1-2. Please see your Unit guide (p. 9-19) for more information about specific centers.
- Art Center: Finger Paint A Picture (p. 10); explore sense of touch (chalk, paint, food coloring ice cubes, bubble wrap painting, food painting, sand and glue, sand paper, etc.)
- Book Nook: Environmental Print Books! (p. 11)
- Computer Center: work on the prerequisite skills by playing with cause and effect toys; iPad/Chromebook games; isolation of pointer finger; I Spy games, etc.
- Construction Zone: Build a Tower (p. 13)
- Dramatic Play: Home (p. 13)
- Exploration Center: Fun with Sight (p. 16)
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Listening Center: play with sounds (e.g., toys with sounds, iPads, environmental sounds, musical instruments, rhythm sticks)
- Show What You Know Center: color classroom and center labels
- Writing Center: stickers and paper
Week 3: September 23 - 27
Table Time Centers
The following Table Time Centers align to the learning objectives for Unit 1 and are intended to focus on fine motor development, social foundations, and oral language and communication skills. Select a few options from the choices provided, setting them out for arrival and students choice.
Instructional staff who are not supporting arrival should be conducting data collection and facilitating the major focus areas of this time: fine motor, social-emotional, and oral language development. Once students can engage with the materials independently, these centers can become an independent activity during small group rotations.
- Art Center: color pictures of people, families, and school items (facilitate age appropriate grip use small/short writing utensils); use glue and various materials to create pictures, paper bag puppets, etc.; explore different art materials (e.g., paint sticks, markers, bingo daubers, crayons, color pencils, q tips, stamps) and a blank piece of sturdy paper to create a collage.
- Construction Center: Build a Road (pg. 13) add cars, signs and images with concepts of print; build a tower (for modification, use various toys that link together (e.g., unifix cubes, magnetic blocks, legos, bristle blocks); use various materials and a variety of family figurines to play and build their houses, including visuals and models as needed.
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Writing Center: various letter builders, including straight and curved lines for exploring letters; Play-Doh; Mr. Potato Head
Read Aloud
There are two Read Alouds each week for 3-year-old classrooms. Each Read Aloud title is completed in two parts over the course of two days. The first title is completed on Monday and Tuesday, and the second Read Aloud is completed on Thursday and Friday.
The following adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds. Lesson plan pages are noted next to the titles.
"Goldilocks and the Three Bears" (p. 107-108)
- Day 1: Complete the lesson as described on page 107, but instead of subitizing, count as a group how many bears there are in the story. Count by pointing to the bears 1:1, then count using your fingers and encourage the students to do the same, forming the 1, 2, and 3 on their fingers. Revisit a few times during the story to see if students will instantly say "3," show "3," or still count 1:1. (This will be very exciting for most students as the majority of them will be 3-years-old.) Save the "After Reading" section for tomorrow.
- Day 2: Reread, asking students to make predictions about what will come next along the way. Use the "After Reading" section on pg. 107-108 as your guide.
"A Visitor for Bear" (p. 122)
- Day 1: Complete the lesson as described on page 122, up through the discussion on using kind/friendly words. Read the entire book, but use tomorrow's reread to discuss compliments section.
- Day 2: Reread the book, this time focusing on the compliment section of page 122. Reinforce the "think-pair-share" procedure that is already in place from last week, where students use gentle touches (high fives, hand signals, eye contact, etc.), then give students examples of compliments, adhering to the lesson to use compliments related to behaviors, not appearances.
Targeted Vocabulary
- One, two, three
- Count
- Smell
- Taste
- Touch/Feel
- Kind/Friendly
- Compliment
Connect
The following Connect lessons are completed during Week 3 for 3-year-old classrooms:
- Counting Circle (p. 109): count up to 5 & start over repeat, pass the ball around the circle
- Where Do These Belong? (p. 110): provide visuals of different center as choices and have the students match the object to the correct center, continuing with activities from week 2 if needed ("I Spy Something in the Classroom")
- Where's That Number? (p. 118): provide own set of visuals for students to point to, students may count w/ 1:1 correspondence rather than subitize, use numbers up to 3, then 5
- Who's Behind the Blanket? (p. 124): provide pictures of classmates to determine who is missing
- How Many Feet? (p. 131)
- Where Do You Find? (p. 131): provide visuals and a low number of items for the student to find, model finding the items, continue with activities from week 2 if needed ("I Spy Something in the Classroom")
- How Many Hands? (p. 137)
- Center Subitize (p. 138): subitizing is not a 3 year-old skill. Have students count w/ 1:1 correspondence during this activity up to 3 and then 5.
Small Group
The following Small Group lessons are taught in Week 3 for 3-year-old classrooms. The suggested adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds.
- Day 1, Our Senses: Sight Poster (p.111-112):
Embed "Seven Blind Mice" and discuss eyes and sight, sing, "The Parts of Me" as a review, use visuals of the various body parts - Day 2, Where's that Number? (p.119): Show smaller groups of numerals at a time or use C4L dot cards and have the students match the manipulatives to each dot. Model each set of numbers before doing the activity.
- Day 3, Compliment Cards (p.125-126): Model with other adults and students in the classroom, review what can be complimented (ex. a pair of new shoes, an action).
- Day 4, Friendship: Give A Play Idea (p.132-133): Model with other adults and students in the room, Show visuals for "Give a Play Idea," use scenarios that are real to students (ex. toys in your classroom or playground, the names of students in your classroom).
Fast Focus
The following Fast Focus lessons are completed during Week 3 for 3-year-old classrooms:
- Moves To Count (p. 113): use numbers less than 5, provide action cards for students to choose.
- "Willaby Wallaby" (p. 114)
- Subitize (p. 120): count w/ 1:1 correspondence up to 3, then 5, rote count to 10.
- Syllable Beats (p. 121): using quantities of 1 to 3 work on imitating clapping, patting, stomping patterns asking students to count how many actions they imitated, introduce syllables only if students seem ready.
Centers
Children benefit from opportunities to interact on their own and with peers in self-guided play and from chances to interact with adults who scaffold learning experiences during play. The learning center suggestions provided for Unit 1 connect directly to the learning objectives for each C4L domain and allow children to deepen their understanding of target concepts and to practice target skills.
The following Unit 1 Learning Centers are provided for 3-year-olds during Weeks 3-4. Please see your Unit guide (p. 9-19) for more information about specific centers.
- Art Center: Make a Self Portrait (p. 10); senses
- Book Nook: alphabet matching
- Computer Center: work on the prerequisite skills by playing with cause and effect toys; iPad/Chromebook games; isolation of pointer finger; I Spy games, etc.
- Construction Zone: Build a Road (p. 13)
- Dramatic Play: School (p. 13-14)
- Exploration Center: sense of smell
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Listening Center: play with sounds (e.g., toys with sounds, iPads, environmental sounds, musical instruments, rhythm sticks)
- Show What You Know Center: color and post classroom labels
- Writing Center: Sand Trays (p. 19)
Week 4: September 30 - October 4
Table Time Centers
The following Table Time Centers align to the learning objectives for Unit 1 and are intended to focus on fine motor development, social foundations, and oral language and communication skills. Select a few options from the choices provided, setting them out for arrival and students choice.
Instructional staff who are not supporting arrival should be conducting data collection and facilitating the major focus areas of this time: fine motor, social-emotional, and oral language development. Once students can engage with the materials independently, these centers can become an independent activity during small group rotations.
- Art Center: color pictures of people, families, and school items (facilitate age appropriate grip use small/short writing utensils); use glue and various materials to create pictures, paper bag puppets, etc.; explore different art materials (e.g., paint sticks, markers, bingo daubers, crayons, color pencils, q tips, stamps) and a blank piece of sturdy paper to create a collage.
- Construction Center: Build a Road (pg. 13) add cars, signs and images with concepts of print; build a tower (for modification, use various toys that link together (e.g., unifix cubes, magnetic blocks, legos, bristle blocks); use various materials and a variety of family figurines to play and build their houses, including visuals and models as needed.
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Writing Center: various letter builders, including straight and curved lines for exploring letters; Play-Doh; Mr. Potato Head
Read Aloud
There are two Read Alouds each week for 3-year-old classrooms. Each Read Aloud title is completed in two parts over the course of two days. The first title is completed on Monday and Tuesday, and the second Read Aloud is completed on Thursday and Friday.
The following adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds. Lesson plan pages are noted next to the titles.
"Yo! Yes!" (p. 155-156)
- Day 1: Complete the lesson as described on page 155, using the established, modified "Think-Pair-Share."
- Day 2: Complete the lesson again, reinforcing the "Ask to Play" visual from the C4L kit
"Bear Snores On" (p. 162)
- Day 1: Prior to the lesson, review the "Processes" box to support direct teaching of standards. Read the book, making the snoring sounds for the bear.
- Day 2: Complete the lesson as described on page 162.
Targeted Vocabulary
- Friend
- Lonely
- Conversation
- Snore
- Bear
- Sounds
- Noise
- Play
Connect
The following Connect lessons are completed during Week 4 for 3-year-old classrooms:
- How Many Did You Hear? (p. 146): use quantities to 3 and then 5.
- Introduce Get Goldilocks Home Board Game (p. 152): Prior to the lesson, review the "Processes" box to support direct teaching of standards. Model each step in playing the game paired w/ visual cards.
- "Elephants Went Out To Play" (p. 157): use the "Ask To Play" visual throughout this activity.
- Introduction to Shake and Listen (p. 164): provide visuals & options for matching shakers.
Small Group
The following Small Group lessons are taught in Week 4 for 3-year-old classrooms. The suggested adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds.
-
Day 1, Our Senses Posters: Hear and Touch (p.147-148): Sing, "The Parts of Me" as a review, use visuals of the various body parts. Give examples of things that can be heard and touched to prime the students and ask them for examples.
- Day 2, Get Goldilocks Home (pp.153): Embed and Sequence "Goldilocks and the 3 Pancakes." Review the counting sequence before playing the game and have students pick up the piece as they move the piece on the board or touch a different body part, object (ex. touch the table for each number).
- Day 3, Can You Feel It? (pp.158-159): Revisit the book "Our Senses" and expand on textures for the students to touch. Give a field of two choices after providing wait time (exp: "Is it hot or cold? Soft or scratchy?").
- Day 4, Shake and Listen (pp.165-166): Review the body parts and senses to prime students. Ask, "What do our ears do?" before the lesson. Sing, "The Parts of Me" and show visuals for more support.
Fast Focus
The following Fast Focus lessons are completed during Week 4 for 3-year-old classrooms:
- "The Parts of Me" (p. 149): use visuals for the 5 senses
- Alphabet Clues (p. 150): show Alpha Pig's Alphabet Song first.
- Knuckle Knocks (p. 154): count to 3 and then 5
- "Bippity Boppity" (p. 154): pair name w/ students' picture or symbol - utilize something in the classroom, like name for activity board or sign in.
- Moves To Count (p. 160): count to 3 and then 5
- Name Puzzles (p. 161)
- "Willaby Wallaby" (p. 167)
- "Two Little Friends" (p. 168): provide props as appropriate.
Centers
Children benefit from opportunities to interact on their own and with peers in self-guided play and from chances to interact with adults who scaffold learning experiences during play. The learning center suggestions provided for Unit 1 connect directly to the learning objectives for each C4L domain and allow children to deepen their understanding of target concepts and to practice target skills.
The following Unit 1 Learning Centers are provided for 3-year-olds during Weeks 3-4. Please see your Unit guide (p. 9-19) for more information about specific centers.
- Art Center: Make a Self Portrait (p. 10); senses
- Book Nook: alphabet matching
- Computer Center: work on the prerequisite skills by playing with cause and effect toys; iPad/Chromebook games; isolation of pointer finger; I Spy games, etc.
- Construction Zone: Build a Road (p. 13)
- Dramatic Play: School (p. 13-14)
- Exploration Center: sense of smell
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Listening Center: play with sounds (e.g., toys with sounds, iPads, environmental sounds, musical instruments, rhythm sticks)
- Show What You Know Center: color and post classroom labels
- Writing Center: Sand Trays (p. 19)
Week 5: October 7 - 11
Table Time Centers
The following Table Time Centers align to the learning objectives for Unit 1 and are intended to focus on fine motor development, social foundations, and oral language and communication skills. Select a few options from the choices provided, setting them out for arrival and students choice.
Instructional staff who are not supporting arrival should be conducting data collection and facilitating the major focus areas of this time: fine motor, social-emotional, and oral language development. Once students can engage with the materials independently, these centers can become an independent activity during small group rotations.
- Art Center: color pictures of people, families, and school items (facilitate age appropriate grip use small/short writing utensils); use glue and various materials to create pictures, paper bag puppets, etc.; explore different art materials (e.g., paint sticks, markers, bingo
- Construction Center: Build a Road (pg. 13) add cars, signs and images with concepts of print; build a tower (for modification, use various toys that link together (e.g., unifix cubes, magnetic blocks, legos, bristle blocks); use various materials and a variety of family figurines to play and build their houses, including visuals and models as needed.
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Writing Center: various letter builders, including straight and curved lines for exploring letters; Play-Doh; Mr. Potato Head
Read Aloud
There are two Read Alouds each week for 3-year-old classrooms. Each Read Aloud title is completed in two parts over the course of two days. The first title is completed on Monday and Tuesday, and the second Read Aloud is completed on Thursday and Friday.
The following adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds. Lesson plan pages are noted next to the titles.
"Lunch" (p. 186-187)
- Day 1: Complete "Introduce the Text" and "Read the Text" on page 186 as written.
- Day 2: Reread, highlighting the descriptive words from yesterday, then complete "After Reading" (p.186-187). Reach out to families ahead of time to get some ideas of what students eat regularly for dinner, especially their favorite meals. If students cannot name things they have for dinner, suggest some foods from the list you compiled from families.
"Big Al" (p. 194-195)
- Day 1: Read the text, commenting on how Big Al and the other fish feel at different parts of the story.
- Day 2: Complete the lesson as described on page 194 up through "Read the Text." For the After Reading section, focus on giving examples of how we can "Help a Friend" using the C4L visual from the kit.
Targeted Vocabulary
- Red
- Yellow
- Blue
- Sweet
- Sour
- Helping
- Predict
Connect
The following Connect lessons are completed during Week 5 for 3-year-old classrooms:
- Introduction to Our Senses Posters: Taste and Smell (p. 181)
- How Many in My Hand? (p. 188): use quantities to 3 and then 5.
- Who's Behind the Blanket? (p. 196): provide class pictures or names for the guesser.
- Introduce Smell and Tell Game (p. 203): provide visual choices of what the smells could be.
Small Group
The following Small Group lessons are taught in Week 5 for 3-year-old classrooms. The suggested adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds.
- Day 1, Our Senses Posters: Taste and Smell (p.182-183): Sing, "The Parts of Me" as a review; use visuals of the various body parts. Give students examples of things we smell and taste and ask them to give you examples of what can be smelled and tasted to prime for activity.
- Day 2, Get Goldilocks Home (p.191): Prior to the lesson, review the "Processes" box to support direct teaching of standards. Break down the three steps prior to play the games and use visuals for each step. Point to the visual as you do each of the 3 steps.
- Day 3 Expectations Scavenger Hunt (p.197): Review the Expectations chart prior to lesson. Model and give students an opportunity to model the expectations you are looking for.
- Day 4: Smell and Tell (p. 204): Prior to the lesson, review the "Processes" box to support direct teaching of standards. Review and model senses and show visuals for "smell" and "taste." Give field of two choices for students when they are smelling and tasting for various tastes and smells with visuals.
- Optional: Switch an activity with the book "Mouse Paint". Prior to the read aloud, review the "Processes" box to support direct teaching of standards.
Fast Focus
The following Fast Focus lessons are completed during Week 5 for 3-year-old classrooms:
-
"Five Little Senses" (p. 184): Include visuals
-
The Letter Mm (p. 185): Focus on students who have letter "Mm" in their names and items they prefer (e.g. Mickey Mouse). Consider using the letter tub for letter Mm and focus on drawing attention to the beginning sounds.
-
Moves to Count (p. 192): Count to 3, then 5 first loud, then quiet grouping each set in an A, B pattern (e.g. quiet 1,2 loud 1,2). Encourage students to play with their voices and sense of hearing as they count.
-
Mm Words (p. 193): Review list of letter M words from previous activity and model clapping syllables of 1 or 2 names or words. Then, using quantities of 1 to 3 work on imitating clapping, patting, stomping quantities asking students to count how many actions they imitated.
-
The Letter Aa (p. 200): Focus on students who have letter "Aa" in their names and items they prefer (e.g. Alice in Wonderland). Introduce letter tub for Aa and show students items in this tub, drawing attention to the initial sound.
-
"Five Little Senses" (p. 205): Use visuals and props as needed.
Centers
Children benefit from opportunities to interact on their own and with peers in self-guided play and from chances to interact with adults who scaffold learning experiences during play. The learning center suggestions provided for Unit 1 connect directly to the learning objectives for each C4L domain and allow children to deepen their understanding of target concepts and to practice target skills.
The following Unit 1 Learning Centers are provided for 3-year-olds during Weeks 5-6. Please see your Unit guide (p. 9-19) for more information about specific centers.
- Art Center: Chalk and Water Painting (p. 9); collages
- Book Nook: "Goldilocks and the Three Bears" Felt Story (p. 12)
- Computer Center: work on the prerequisite skills by playing with cause and effect toys; iPad/Chromebook games; isolation of pointer finger; I Spy games, etc.
- Construction Zone: build a house for people, animals, or fictional characters.
- Dramatic Play: "Goldilocks and the Three Bears" (p. 14)
- Exploration Center: sense of touch; Fingerprint Exploration (p. 15-16)
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Listening Center: play with sounds (e.g., toys with sounds, iPads, environmental sounds, musical instruments, rhythm sticks)
- Show What You Know Center: "Every Buddy Counts" bulletin board
- Writing Center: Copy a Line (p. 19); whiteboards and markers
Week 6: October 14 - 18
Table Time Centers
The following Table Time Centers align to the learning objectives for Unit 1 and are intended to focus on fine motor development, social foundations, and oral language and communication skills. Select a few options from the choices provided, setting them out for arrival and students choice.
Instructional staff who are not supporting arrival should be conducting data collection and facilitating the major focus areas of this time: fine motor, social-emotional, and oral language development. Once students can engage with the materials independently, these centers can become an independent activity during small group rotations.
- Art Center: color pictures of people, families, and school items (facilitate age appropriate grip use small/short writing utensils); use glue and various materials to create pictures, paper bag puppets, etc.; explore different art materials (e.g., paint sticks, markers, bingo daubers, crayons, color pencils, q tips, stamps) and a blank piece of sturdy paper to create a collage.
- Construction Center: Build a Road (pg. 13) add cars, signs and images with concepts of print; build a tower (for modification, use various toys that link together (e.g., unifix cubes, magnetic blocks, legos, bristle blocks); use various materials and a variety of family figurines to play and build their houses, including visuals and models as needed.
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Writing Center: various letter builders, including straight and curved lines for exploring letters; Play-Doh; Mr. Potato Head
Read Aloud
There are two Read Alouds each week for 3-year-old classrooms. Each Read Aloud title is completed in two parts over the course of two days. The first title is completed on Monday and Tuesday, and the second Read Aloud is completed on Thursday and Friday.
The following adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds. Lesson plan pages are noted next to the titles.
"Goldilocks and the Three Pancakes: A Story of Shapes, Numbers, and Friendship" (p. 227-228)
- Day 1: Use the lesson as described on page 227, but choose 2-3 friendship-skill visuals to focus on, saving the rest for tomorrow's reread. (Shorten the language in this book. Mention the shapes of the objects, but potentially skip the properties of each shape.)
- Day 2: Reread the book, using the rest of the friendship-skill visuals. (Shorten the language in this book. Mention the shapes of the objects, but potentially skip the properties of each shape.)
"Our Senses" (p. 50)
- Day 1: Prior to the lesson, review the "Processes" box to ensure direct teaching of the standards. Read the book, referencing the senses posters
- Day 2: Reread the book, then complete "After Reading" (p. 50). Instead of think-pair-share, have the students work together to find things around the classroom they can see, hear, taste, touch, and smell. Write these items on the original senses posters (you can add a printed picture or drawing to represent these items later on).
Targeted Vocabulary
- Friend/Friendly
- Eyes/See
- Nose/Smell
- Tongue/Taste
- Ears/Hear
- Skin/Feel
Connect
The following Connect lessons are completed during Week 6 for 3-year-old classrooms:
- Introduce How Many? (p. 189): use low number dice or number/object cards; activity will require adult support for turn taking & number determination; fade support as appropriate.
- Introduction to Magnifiers (p. 217): Using embedded book "Classroom Up Close" and show a few pages before this activity to model the intentions.
- Dot-Card Subitize (p. 217): Start subitizing up to 3, then 5. Consider using "Teaching Math to Students with Downs Syndrome," Match my Dots (p. 82), resources for alternative math activities.
- Two Arms-Show Your Group (p. 223): use a doll if students need visuals to count
- Children's Choice (p. 229)
- Body Numbers (p. 235)
- Ten Black Dots (p. 236): allow students to count dots w/ 1:1 correspondence, provide dot and/or number cards to match.
- I Drew That! (p. 242): students can bring an object or picture to share & describe.
Small Group
The following Small Group lessons are taught in Week 6 for 3-year-old classrooms. The suggested adaptations are intended for use with the Connect4Learning lesson plans and are used when planning for 3-year-olds.
- Day 1, Our Class Compliment Chain (p.218-219): Show visuals and words for one word or short phrases students can use on their compliments. Choose a visual of a compliment and model writing a compliment for students. Allow students to demonstrate emergent writing along with visual of compliment. Ask if a label of the compliment can be added to each student's work.
- Day 2, How Many? (p. 224): If students have trouble using their fingers to represent the dots, have them use cubes instead or manipulatives instead. Students can also match C4L dot cards to the number they see on the dice. Make custom dice with smaller sets of numbers using small card board boxes in a cube shape.
- Day 3, Friendship Skills Board Game (p. 230-231): Review friendship skills before playing the game. Rather than using a dice, use the C4L number cards or a dice you made with smaller sets of numbers.
- Day 4, Up Close Science Tools (p. 237-238): Use "Classroom Up Close" book as a teaching tool and use objects from the classroom that students have used in centers for real world examples. Allow students to use magnifying glasses to explore the objects.
Fast Focus
The following Fast Focus lessons are completed during Week 6 for 3-year-old classrooms:
- Simon Says "This Many!" (p. 220): provide visuals to pair w/ the directions & a number, number less than 5.
- Apple and Acorn (p. 221): focus on physical objects in a letter tub drawing attention to initial sound, provide objects of examples & non-examples of words that start with Aa if students are ready.
- Moves to Count! (p. 225): count to 3, then 5 first loud, then quiet, grouping each set in an A, B pattern (e.g. quiet 1, 2 loud 1, 2). Encourage students to play with their voices and sense of hearing as they count.
- Reading the Alphabet Chart (p. 226): sing the alphabet song, pointing to the letters.
- Aa or Mm? (p. 232): use letter tubs for Aa and Mm, focusing on one letter at a time, drawing attention to initial sound.
- "Judy Works with One Hammer" (p. 240): provide props, consider singing the song to 3 hammers and then 5 based on students' readiness.
- "Five Green and Speckled Frogs" (p. 244): provide props
Centers
Children benefit from opportunities to interact on their own and with peers in self-guided play and from chances to interact with adults who scaffold learning experiences during play. The learning center suggestions provided for Unit 1 connect directly to the learning objectives for each C4L domain and allow children to deepen their understanding of target concepts and to practice target skills.
The following Unit 1 Learning Centers are provided for 3-year-olds during Weeks 5-6. Please see your Unit guide (p. 9-19) for more information about specific centers.
- Art Center: Chalk and Water Painting (p. 9); collages
- Book Nook: "Goldilocks and the Three Bears" Felt Story (p. 12)
- Computer Center: work on the prerequisite skills by playing with cause and effect toys; iPad/Chromebook games; isolation of pointer finger; I Spy games, etc.
- Construction Zone: build a house for people, animals, or fictional characters.
- Dramatic Play: "Goldilocks and the Three Bears" (p. 14)
- Exploration Center: sense of touch; Fingerprint Exploration (p. 15-16)
- Games and Puzzles: simple puzzles; simple tweezer games; Keva blocks
- Listening Center: play with sounds (e.g., toys with sounds, iPads, environmental sounds, musical instruments, rhythm sticks)
- Show What You Know Center: "Every Buddy Counts" bulletin board
- Writing Center: Copy a Line (p. 19); whiteboards and markers
*Please note: any page numbers related to Connect4Learning are from Edition 1
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