Unit 2, Our Environment 24-25

OCToBER 28 - DECEMBER 20Unit 2: OUR ENVIRONMENT

Planning Guidance

Unit Overview

Unit 2 begins with students focusing on their school, home, and familiar outdoor areas. Then the focus shifts to a more exotic environment of choice. Students will collect recyclable materials to create artwork. Students will learn how animals, plants, and earth features are connected while building an environment project.

Key Concepts

Recycling
Identify problems and the Solution Suitcase
Numerals
Verbal Counting
2-D and 3-D Shapes

CULMINATING PROJECT

As children learn about the coral reef, they will work toward the creation of a class mural or other coral-reef display. The class coral-reef display should include information, items, and representations of their understandings in all learning domains. The unit’s study culminates in a scavenger hunt of features in the display. Please see page 4 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 2.

1. Communicating and Representing

2. Cooperating

3. Comparing and Classifying

4. Creating, Imagining, and Innovating

5. Curiosity - Asking Questions and Seeking New Information

6. Persisting, Attending, and Self-Regulation

7. Reasoning and Problem Solving

8. Seeking to Make Sense

Scope and Sequence

October 21 - November 1 • Unit 2: Our Environment • Week 1
November 4 -8 • Unit 2: Our Environment • Week 2
November 11 - 15 • Unit 2: Our Environment • Week 3
November 28 - 22 • Unit 2: Our Environment • Week 4
November 25 - 26 • Parent-Teacher Conferences
December 2 - 6 • Unit 2: Our Environment • Week 5
December 9 - 13 • Unit 2: Our Environment • Week 6
December 16 - 20 • Review

FAMILY CONNECTION

Family Connection is offered to each family once a month, 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.

School Readiness Resources for FamiliesLinks to an external site.Links to an external site.

Learning Centers

The learning center suggestions provided for Unit 2 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 2 Learning Centers.

Art Center: Environment Rubbings; Animal Masks; Water Painting; Draw Your Favorite Environment; Playing In Our Environment
Book Nook: Felt Board and Stories; Campfire Stories; Book Scavenger Hunt; Read to a Toy Animal; Under the Sea
Computer Center: practice log-ins; games
Construction Zone: Build a Pond Environment; Build a "Trashy Town" Environment; Build A Home; Paper Decorations
Dramatic Play: "Big Trees"; Recycling Center; Trashy Town!; Underwater Adventure
Exploration Center: Recycle and Reuse; Recycled Instruments; Making Paper; Water-Table Wave Pool; Squirrels; Soil Exploration; Nature Investigations; Animal Prints; Sand Table; Water-Table Aquatic Environment
Games and Puzzles: Circles and Cylinders; Shape Collection; Shape Hunt; Magnetic Maze; High-Low Card Game; Super Solver Game; Matching Numbers, Math Group GamesLinks to an external site.*NEW 2023*
Listening Center: Music; Environment Sounds
Show What You Know Center: Scavenger Hunt; Rhyming Book; Don't Throw It Away!; Problem-Solving Puppets; Don't Waste that Water!; Creating a Coral-Reef Environment
Writing Center: Science-Journal Writing; Invitations; Invitations to the Coral-Reef Environment; Welcome to the Coral Reef; Writing in Sand

A full description of the suggested Learning Center activities and materials can be found in each unit guide.

Grading Tools

Unit 2 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 2 Assignments for Canvas Grade Book

Search "C4L Unit 2 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 2 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 CoversLinks to an external site.

SEFEL Emotion Cards Links to an external site.

SEFEL Emotion Resources - English and Spanish Links to an external site.

Heggerty Family Newsletters Links to an external site.

Mathematics Planning Support

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.

Considerations for 3-Year-Olds

Week 1: October 28 - November 1

Table Time Centers

The following Table Time Centers align to the learning objectives for Unit 2 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: create different animals to go into the dramatic play center by coloring pictures, gluing shapes, painting, or other coloring items; color pictures of animals, things found in the environment, or things found in a big city with smaller writing utensils; work on coloring and not scribbling, being intentional to color in the lines; nature college - use objects or pictures of things found outside for students to glue.
Construction Center: Build a Home (p. 12) use various materials and a variety of family figurines to play and build their houses; include visuals and models as needed; use building materials and animals to build a habitat (e.g., forest, ocean, pond); provide visuals and models as needed; use different building toys that connect and pull apart (Duplos, Legos, bristle blocks) to develop hand strength.
Games and Puzzles: simple puzzles (e.g., coral reef animals, other environments); tangrams and simple pictures; sort and copy pattern blocks
Writing Center: hole punchers on shapes and letters; tissue paper to pinch and glue to decorate letters, numbers, or animals; pegs-make letters/numbers/lines for students to put pegs in order.

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.

"Life in the City" (p. 28-29)

Day 1: Read the book, highlighting a few animals, plants, and earth features as you go along, and save the lesson portion for tomorrow's reread.
Day 2: Complete the lesson as described on page 28 up through the "Read the Text" section. Review the animals, plants, and earth features while also seeing if students can identify those items on specific pages. For example, read the page, then ask "Do you see a plant on this page?"

"Goldilocks and the Three Bears: A Problem-Solving Story" (p. 42-43)

Alternative Read Aloud: "Cleaning Day" (Lee & Low book)

Day 1: Use Goldilocks for small group or read aloud. If using for small group, consider one of the alternative books listed. Be sure to highlight the problem that occurs and how it gets solved.
Day 2: Reread the book you chose for yesterday, and this time see if the students can identify the problem and the solution as you go along.

Targeted Vocabulary

City
Tree
Compare
Environment
Problem
Solution
Solve

Connect

The following Connect lessons are completed during Week 1 for 3-year-old classrooms:

Introduce Shape Match (p.30): Review think pair share procedure; take the verbal component out of the routine; the share should be a gentle touch (e.g., high five, hand signal, eye contact, etc.). When students are ready add verbal component
What's Out There? (p. 31): Talk about environment; write a list of predictions that students might see on a nature walk; expand on earth features vs. people/animal/plant; take pictures of things seen or drawn and collect items for week 2 lesson "Sorting it out"
Shapes In Our Classroom (p. 38): gather 2D shapes from classroom to match to 3D shapes
Problem-Solving Steps (p. 44): act out problems with staff, students or puppet; limit to no more than 3 problems
Introduction to the Classroom Scavenger Hunt (p. 51): individual scavenger hunt cards for students
Cylinders and Circles (p. 52): focus on 2D shapes (circles) with exposure to 3D shapes

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, Introduction to Science Journals (pg. 32-33): provide models for names while adult writes name in journal; allow opportunities for developmentally appropriate progression of writing for students
Day 2, Shape Match (p. 39): limit choices of shapes available (e.g., a set of circles and rectangles only); prime students by reviewing the properties of 2D shapes chosen
Day 3, Introduction to the Solution Suitcase: Wait and Take Turns and ask Nicely (p. 46-47): use scenarios from classroom experiences; make visuals, use materials or video models to role play problems and provide a choice of two solutions for solving
Day 4, Outdoor Scavenger Hunt (p. 53-54): prime students by showing visuals (real-life pictures) of items that can be found in local outdoor environment; use story "Big Trees" for reference. When looking for outdoor environment items, use prepositions such as: look under the tree, behind the bench, on top of the slide etc.

Fast Focus

The following Fast Focus lessons are completed during Week 1 for 3-year-old classrooms:

Circles (p. 34)
Lila Letter Puppet Introduction (p. 35)
Moves to Count! (p. 40): give motions that include spatial directions involving the body and prepositions (i.e. above, below, next to, behind).
The Letter Ss (p. 41): start with student's names that have the letter Ss and physical objects students can label (can use letter tub)
"Bees in the Beehive" (p. 48): consider adding visuals
Beginning Sounds M, S, A (p. 48): provide objects that start with Mm, Ss and Aa, drawing attention to the beginning sound of objects; find letters Mm, Ss and Aa in student names
Reading the Alphabet Chart (p. 55): While singing, draw attention to the letters and pictures on alphabet chart; provide small alphabet charts to individual students or pairs of students
Names that Shape! (p. 56): focus on 2D shape circle; bring shape items from around classroom to Fast Focus area; go on a shape walk around classroom or building

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 2 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 2 Learning Centers are provided for 3-year-olds during Weeks 1-2. Please see your Unit guide (p. 9-20) for more information about specific centers.

Art Center: Environment Rubbings (p. 9) of things found in the environment, letters, numbers or shapes; continue to use smaller crayons or chalk; set up with paper already attached to the item rubbing
Book Nook: Read to a Toy Animal (p. 10)
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: Use blocks and add forest animals, stuffed animals or other things found in our environment; include pictures of examples of what a forest or nearby park looks like; encourage building trees, homes, etc.
Dramatic Play: Recycling Center (p. 12)
Exploration Center: Nature Investigations (p. 15) provide visuals and structure for sorting objects
Games and Puzzles: Shape Collection (p. 16) set out different shapes for students to match, name, or sort; can use magnetic shapes
Listening Center: play with sounds (e.g., toys with sounds, iPads, environmental sounds, musical instruments, rhythm sticks)
Show What You Know Center: Creating a Coral-Reef Environment (p. 18)
Writing Center: Science-Journal Writing (p. 20) give students pictures from their environment (leaves, trees, rocks) to color and add to journal; after gluing pictures, have students tell you about their pictures and write down what they said under their picture (dictate)

Week 2: November 4 - 8

Table Time Centers

Art Center: create different animals to go into the dramatic play center by coloring pictures, gluing shapes, painting, or other coloring items; color pictures of animals, things found in the environment, or things found in a big city with smaller writing utensils; work on coloring and not scribbling, being intentional to color in the lines; nature college - use objects or pictures of things found outside for students to glue.
Construction Center: Build a Home (p. 12) use various materials and a variety of family figurines to play and build their houses; include visuals and models as needed; use building materials and animals to build a habitat (e.g., forest, ocean, pond); provide visuals and models as needed; use different building toys that connect and pull apart (Duplos, Legos, bristle blocks) to develop hand strength.
Games and Puzzles: simple puzzles (e.g., coral reef animals, other environments); tangrams and simple pictures; sort and copy pattern blocks
Writing Center: hole punchers on shapes and letters; tissue paper to pinch and glue to decorate letters, numbers, or animals; pegs-make letters/numbers/lines for students to put pegs in order.

Read Aloud

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.

"Squirrels" (p. 68-69)

Day 1: Begin by seeing if anyone can identify the animal on the cover; ask where this animal has been seen before; Read the book, referring back to the students' experiences with squirrels; save the lesson portion for tomorrow's reread
Day 2: Reread and complete the "Introduce the Text" and "Read the Text" sections of the lesson as described on page 68, removing the thumbs up procedure. Instead, once the book is finished, review the book and give some examples of how the squirrels interacted with their environments. Do 2-3 more pages for the students to try and identify how the squirrel interacted with its environment.

"Weekend with Wendel" (p. 83-84)

Alternative Read Aloud: "Rex Wrecks It!"

Day 1: Read the designated book, or an alternative text, making sure to identify problems and solutions in the story.
Day 2: Reread the chosen text from yesterday, this time asking the students as you read if they can identify the problems and solutions. Use the "Give a Play Idea" from the C4L kit.

Targeted Vocabulary

Squirrel
Problem
Solution
Solve
Environment
Interact
Connect

Connect

The following Connect lessons are completed during Week 2 for 3-year-old classrooms:

Sorting It Out (p. 70): utilize objects found from Week 1 "Sort It Out" activity; sort into no more than 3 categories; label categories and explain importance of labeling
Introducing Rectangles (p. 77)
More Sorting It Out (p. 78): show chart from "Sorting It Out" Connect lesson and ask foundational comparative questions (e.g., "Can the squirrel picture go in the same category as the flowers?") expecting a yes or no answer; support answering "why" questions
Expectation Freeze Dance (p. 85): focus on the freeze dance rules and then share an expectation OR reinforce the pattern from Moves to Count activity, sharing an expectation after saying "go"
Subitize (p. 91): use 3, then 5 objects
Clues for a Do-It-Yourself Scavenger Hunt (p. 92): reference chart from "Sorting It Out" Connect lesson and items from nature walk; review previous scavenger hunt visuals
Introducing Squares (p. 98): squares for each student or pass around one square

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, Squirrels (p. 71-72): prime students with the use of visuals and actions, modeling "What", "What doing" and "I wonder"; Allow students an opportunity to practice after adult model
Day 2, Make Shapes (p. 80): use shape collection for shape review; model use of coffee stirrers for shape building; review straight vs. curve
Day 3, Solutions 2: Ignore, Say "Please Stop" and Get a Teacher (p. 86-87): use scenarios from classroom experiences; make visuals, use materials or video models to role play problems and provide a choice of two solutions for solving
Day 4, Do-It-Yourself Scavenger Hunt (p. 93-94): provide visuals of items found in local environment and review "Sorting It Out" Connect lesson prior to starting scavenger hunt

Fast Focus

The following Fast Focus lessons are completed during Week 2 for 3-year-old classrooms:

A Song of Shapes (p. 73): consider adding visuals
The Letter Tt (p. 74): start with student's names that have the letter Tt and physical objects students can label (can use letter tub)
"Five Red Apples" (p. 81): consider adding visuals
Name Reveal (p. 82): have extra name cards on display for choice; draw attention to the first letter of names
Moves To Count! (p. 88): continue practicing pattern (1, 2, 3, "go!"); change "go" to different actions (e.g., jump, stomp, twirl)
Multisyllable Grab Bag (p. 88): use student names; pair with student pictures/symbols
Ss or Tt? (p. 95): provide objects that start with Ss and Tt, drawing attention to the beginning sound of objects; model finding beginning letter of each item on alphabet chart
Triangles! (p. 96): triangles for each student or pass around one triangle

Centers

The following Unit 2 Learning Centers are provided for 3-year-olds during Weeks 1-2. Please see your Unit guide (p. 9-20) for more information about specific centers.

Art Center: Environment Rubbings (p. 9) of things found in the environment, letters, numbers or shapes; continue to use smaller crayons or chalk; set up with paper already attached to the item rubbing
Book Nook: Read to a Toy Animal (p. 10)
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: Use blocks and add forest animals, stuffed animals or other things found in our environment; include pictures of examples of what a forest or nearby park looks like; encourage building trees, homes, etc.
Dramatic Play: Recycling Center (p. 12) sort objects by size and length (big, small; long, short)
Exploration Center: Nature Investigations (p. 15) provide visuals and structure for sorting objects
Games and Puzzles: Shape Collection (p. 16) set out different shapes for students to match, name, or sort; can use magnetic shapes
Listening Center: play with sounds (e.g., toys with sounds, iPads, environmental sounds, musical instruments, rhythm sticks)
Show What You Know Center: Creating a Coral-Reef Environment (p. 18)
Writing Center: Science-Journal Writing (p. 20) give students pictures from their environment (leaves, trees, rocks) to color and add to journal; after gluing pictures, have students tell you about their pictures and write down what they said under their picture (dictate)

Week 3: November 11 - 15

Table Time Centers

Art Center: create different animals to go into the dramatic play center by coloring pictures, gluing shapes, painting, or other coloring items; color pictures of animals, things found in the environment, or things found in a big city with smaller writing utensils; work on coloring and not scribbling, being intentional to color in the lines; nature college - use objects or pictures of things found outside for students to glue.
Construction Center: Build a Home (p. 12) use various materials and a variety of family figurines to play and build their houses; include visuals and models as needed; use building materials and animals to build a habitat (e.g., forest, ocean, pond); provide visuals and models as needed; use different building toys that connect and pull apart (Duplos, Legos, bristle blocks) to develop hand strength.
Games and Puzzles: simple puzzles (e.g., coral reef animals, other environments); tangrams and simple pictures; sort and copy pattern blocks
Writing Center: hole punchers on shapes and letters; tissue paper to pinch and glue to decorate letters, numbers, or animals; pegs-make letters/numbers/lines for students to put pegs in order

Read Aloud

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.

"Reusing and Recycling" (p. 134-135)

Day 1: Complete the "Introduce the Text" section of this lesson on page 134, then read the book.
Day 2: Repeat the lesson from yesterday, reinforcing the reuse and recycle; after reading, provide reusable or recyclable objects or pictures; ask students if they want to reuse or recycle a chosen item; use a recycle bin or keep the item to reuse at another time (e.g., centers, small group). As you sort, use descriptive words related to length and size (e.g., bigger, smaller, long, short).

"Abiyoyo Returns" (p. 120-121)

Alternative Read Aloud: "Abiyoyo"

Day 1: Read Abiyoyo, or an alternative text, making sure to identify problems and solutions in the story
Day 2: Reread the chosen text from yesterday, this time asking the students as you read if they can identify the problems and solutions; use Solution Suitcase to support the lesson

Targeted Vocabulary

Reuse
Recycle
Waste
Environment
Problem
Solution
Helping

Connect

The following Connect lessons are completed during Week 3 for 3-year-old classrooms:

Numerals 1 and 2 (p. 108): model writing numeral; match numeral of various fonts; focus on counting with one-to-one correspondence to 1 and 2
Numerals 1 and 2 in the Recycling Bin (p. 109): consider adding a visual 1 and 2 for matching
Compare Subitize (p. 115): focus on groups 1-4; discuss if sets are same or different; count sets with one-to-one correspondence
Goldilocks and the Three Bears (p. 116): use felt board from C4L kit; retell story with materials; provide sets of objects to sort (e.g., bears, chairs, bowls, beds) and count groups with one-to-one correspondence; discuss if groups have same or different amount
Solution Spot Game (p. 122): focus on two solutions; ask students to chose one solution by moving to one side of the teacher using visuals for designated space
Numeral 4 (p. 129): model writing numeral; match numeral of various fonts; focus on counting with one-to-one correspondence to 4
Recycling Center! Part 1 (p. 129)
Numeral 5 (p. 136): model writing numeral; match numeral of various fonts; focus on counting with one-to-one correspondence to 5
Recycling Center! Part 2 (p. 137)

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, Water (p.110): Prior to the lesson, review the "Processes" box to support direct teaching of standards. Show images and letters before reading (may use magnetic letters or letter cards); sort letters vs. pictures ("Which is a letter?", "Which is a picture?")
Day 2, Get That Number! (p.117): show smaller sets of numbers with counting objects; work on matching sets of manipulatives based on objects presented (e.g., three paintbrushes displayed, student matches three cubes)
Day 3, Solutions 3:Trade, Play Together, and Get a Timer (p.123-124): Prior to the lesson, review the "Processes" box to support direct teaching of standards. Use scenarios from classroom experiences; make visuals, use materials or video models to role play problems and provide a choice of two solutions for solving
Day 4, Don't Throw It Away! (p.130-131): Prior to the lesson, review the "Processes" box to support direct teaching of standards. Use book "Why Should I Recycle?" and visuals of other recyclables; gather ideas as a group if needed or provide visuals of options available

Fast Focus

The following Fast Focus lessons are completed during Week 3 for 3-year-old classrooms:

Numeral Review for 1 and 2 (p. 111): model writing numeral; match numeral of various fonts; focus on counting with one-to-one correspondence to 1 and 2
The Letter Ee (p. 112): start with student's names that have the letter Tt and physical objects students can label (can use letter tub)
"One, Two, Buckle My Shoe" (p. 119): consider adding visuals
"Old MacDonald" (p. 119): Prior to the lesson, review the "Processes" box to support direct teaching of standards. Use student names, drawing attention to beginning sound; may replace song with "The Name Game" ("Name, Name, Bo-Bame, Banana Fana Fo-Fame, me, My, Mo M-ame, Go Name")
Simon Shows (p. 125): use dot dice 1-5; provide visuals of actions; count dots with one-to-one correspondence then do that many of chosen action
Lila Letter's Ll (p. 126): start with student's names that have the letter Ll and physical objects students can label (can use letter tub)
Egg or Eat? (p. 132): start with student's names that have the letter Ee and physical objects students can label (can use letter tub)
Reduce, Reuse, Recycle (p. 133)

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: Water Painting (p. 9) teach steps of water coloring (water, paint, paper); provide blank paper or template of animals/environment
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 "Trashy Town" Environment (p. 11) add book into center along with other trash truck books; support creation of town structure and add blocks with pictures of various locations in a town; take pictures of structures built and make a class book
Dramatic Play: School (p. 13-14)
Exploration Center: sense of smell
Games and Puzzles: Shape Hunt (p. 16) provide a shape checklist and clipboard to mark off shapes found; hang pictures of shapes around room for students to find
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: Shape Hunt (p. 16) provide a shape checklist and clipboard to mark off shapes found; hang pictures of shapes around room for students to find

Week 4: November 18 - 22

Table Time Centers

Art Center: create different animals to go into the dramatic play center by coloring pictures, gluing shapes, painting, or other coloring items; color pictures of animals, things found in the environment, or things found in a big city with smaller writing utensils; work on coloring and not scribbling, being intentional to color in the lines; nature college - use objects or pictures of things found outside for students to glue
Construction Center: Build a Home (p. 12) use various materials and a variety of family figurines to play and build their houses; include visuals and models as needed; use building materials and animals to build a habitat (e.g., forest, ocean, pond); provide visuals and models as needed; use different building toys that connect and pull apart (Duplos, Legos, bristle blocks) to develop hand strength
Games and Puzzles: simple puzzles (e.g., coral reef animals, other environments); tangrams and simple pictures; sort and copy pattern blocks
Writing Center: hole punchers on shapes and letters; tissue paper to pinch and glue to decorate letters, numbers, or animals; pegs-make letters/numbers/lines for students to put pegs in order

Read Aloud

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.

"Trashy Town" (p. 152)

Day 1: Read the book, using the Stop Sign template in appendix D of Unit 2 (p. 261). Draw student's attention to the stop signs throughout the book and the purpose of the symbol. Save the lesson for tomorrow's reread
Day 2: Reread the book, encouraging choral reading of the sentence, "Dump it in, smash it down, drive around the trashy town!" After reading, ask, "What would happen if Mr. Gilly didn't collect the trash?"; if needed, provide suggestions such as, "Do you think the trash would start to stink?"

"We Are Problem Solvers" (p. 158-159)

Alternative Read Aloud: "Can I Have a Pet?" (Lee & Low book)

Day 1: Read the text, or choose an alternative from the list, highlighting the problem and the solution within the story
Day 2: Reread the chosen text from yesterday, this time asking the students as you read if they can identify the problems and solutions; use Solution Suitcase to support the lesson

Targeted Vocabulary

Trash
Garbage
Problem
Solution
Solve

Connect

The following Connect lessons are completed during Week 4 for 3-year-old classrooms:

Numeral 6 (p. 146): model writing numeral; match numeral of various fonts; focus on counting with one-to-one correspondence to 6
Everything Old Is New Again (p. 147) ask questions as written in the lesson
How Many Did You Hear? (p. 153): start with sets up to 3, then 5
The Number's Right (p. 154): use dot cards 1-3; hide a set of items under the cloth and then reveal for students to discuss if dot card set is same or different from group of objects; may vary the way items under the cloth are presented (e.g., in a line, in groups)
Children's Choice (p. 160): provide two choices for students
Repeat After Me-Number Clap (p. 174): start with sets up to 3, then 5
What Was That Thing? (p. 175)

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, Scavenger Hunt Invitations (p. 148-149): provide pre-printed parts of an invitation (title, details) for students to glue and decorate, providing a variety of materials to decorate (e.g., stickers, torn paper, etc.)
Day 2, Simon Shows (p.155): use prepositions, smaller numerals and fewer actions to count (e.g., numeral 2, hands on knees two times, hands under your chair, etc.); model expectations prior to students participating; may also use manipulatives and fingers to count before completing actions.
Day 3, Problem Solving Puppets (p. 161-162): role play problems from the classroom; use adults, students or puppets; model a problem and choosing a solution; provide solution choices
Day 4, Don't Waste That Water! (p. 169-170): take photos of the experiment being completed ahead of time and write steps of experiment on chart paper with results of experiment included, along with visuals; use more and less

Fast Focus

The following Fast Focus lessons are completed during Week 4 for 3-year-old classrooms:

Repeat After Me-Number Clap (p. 150): start with 1-3 claps, then 5
Syllable Beats (p. 151): use student names; draw attention to syllables by clapping, introducing beat
Numeral 6 Again! (p. 157): reinforce counting from 1-5 with one-to-one correspondence; review numerals 1-5 identification
Rhyming with Pictures (p. 157): substitute with rhyming poem "Willaby Wallaby" from Unit 1 OR "The Name Game" OR another rhyming song
The Number's Right (p. 163): using two dice, show students two sets of dots and discuss with students if they are the same or different
Clapping Beats and Names (p. 164): continue to pair names with student's picture or symbol
"Elephants Went Out To Play" (p. 172): consider adding visuals

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: Water Painting (p. 9) teach steps of water coloring (water, paint, paper); provide blank paper or template of animals/environment
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 "Trashy Town" Environment (p. 11) add book into center along with other trash truck books; support creation of town structure and add blocks with pictures of various locations in a town; take pictures of structures built and make a class book
Dramatic Play: School (p. 13-14)
Exploration Center: sense of smell
Games and Puzzles: Shape Hunt (p. 16) provide a shape checklist and clipboard to mark off shapes found; hang pictures of shapes around room for students to find
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: Shape Hunt (p. 16) provide a shape checklist and clipboard to mark off shapes found; hang pictures of shapes around room for students to find

Week 5: December 2 - 6

Table Time Centers

Art Center: create different animals to go into the dramatic play center by coloring pictures, gluing shapes, painting, or other coloring items; color pictures of animals, things found in the environment, or things found in a big city with smaller writing utensils; work on coloring and not scribbling, being intentional to color in the lines; nature college - use objects or pictures of things found outside for students to glue.
Construction Center: Build a Home (p. 12) use various materials and a variety of family figurines to play and build their houses; include visuals and models as needed; use building materials and animals to build a habitat (e.g., forest, ocean, pond); provide visuals and models as needed; use different building toys that connect and pull apart (Duplos, Legos, bristle blocks) to develop hand strength.
Games and Puzzles: simple puzzles (e.g., coral reef animals, other environments); tangrams and simple pictures; sort and copy pattern blocks
Writing Center: hole punchers on shapes and letters; tissue paper to pinch and glue to decorate letters, numbers, or animals; pegs-make letters/numbers/lines for students to put pegs in order.

Read Aloud

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.

"Into the A, B, Sea" (p. 183-184)

Day 1: Read the book, bringing attention to the first letters of student names as you go through
Day 2: Reread the book and see if students can spot the first letter of their name, by asking "Who's name starts with __?" Give options, if necessary. You can also reference your coral reef (under construction) to identify some animals that students may have already created

"The Pout-Pout Fish in the Big-Big Dark" (p. 195-196)

Day 1: Read the book, highlighting the problem and solution. Save the lesson for tomorrow's reread
Day 2: Reread the book and complete "Read the Text" section on page 195, skipping the Think-Pair-Share portion

Targeted Vocabulary

Alphabet
Letters
Ocean
Sea
Helping
Cooperating
Scared
Compliment

Connect

The following Connect lessons are completed during Week 5 for 3-year-old classrooms:

Introduce Simple Addition and Subtraction (p. 184): focus on counting up to 5 with one-to-one correspondence and adding one more
Coral-Reef Video (p. 184)
So Many Fish, Part 1 (p. 191): draw attention to the rhyming words in song
So Many Fish, Part 2 (p. 191): focus on answering simple questions about the Coral-Reef habitat
Problem-Solving Letters (p. 197): reinforce 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 only two solutions and consider using problems from read aloud or alternative books
Numeral 7 (p. 204): reinforce counting from 1-5 with one-to-one correspondence; review numerals 1-5 identification
What's Missing From Our Coral-Reef? (p. 205): Include questions from this activity while working on project. Ask students to recall the different creatures made and have learned about so far.

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, Welcome to the Coral-Reef (p.185-186): provide choices of words ahead of time; students can match letters or words of sign using glue; may also allow students an opportunity to add pre-writing strokes to parts of letters (e.g., straight line down for letter l or draw a lowercase o).
Day 2, Simple Addition and Subtraction (p.192): focus on counting up to 5 with one-to-one correspondence and adding one more or taking one away
Day 3, Super Solver Game (p.198-199): use photos of students as game pieces; use student photos to create a turn-taking list; if possible, play the game with smaller groups of students (e.g., two or three students with an adult)
Day 4, Make A Clown Fish (p. 206): use images of clown fish to show as examples; provide materials (e.g., newspaper, fabric) in pre-cut shapes; practice cutting materials prior to this activity

Fast Focus

The following Fast Focus lessons are completed during Week 5 for 3-year-old classrooms:

"One Little Fish" (p. 187): consider using visuals
The Letter Bb (p. 188): start with student's names that have the letter Bb and physical objects students can label (can use letter tub)
"One, Two, Three, Four, Five" (p. 193): continue to draw attention to the rhyming words in song
Letter Naming Bag (p. 194): Focus on letter names
The Letter Oo (p. 201): start with student's names that have the letter Oo and physical objects students can label (can use letter tub)
Octopus and Oval (p. 207)
Numeral 8 (p.208): reinforce counting from 1-5 with one-to-one correspondence; review numerals 1-5 identification

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: work on individual projects for environment project (e.g., Coral Reef)
Book Nook: Animal Book Scavenger Hunt (p. 10)
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 Home (p. 12) add pictures of students and instructional staff onto figurines or paper towel rolls; add pictures of different home examples built with blocks in previous weeks
Dramatic Play: "Trashy Town!" (p. 13)
Exploration Center: Water-Table Aquatic Environment (p. 16)
Games and Puzzles: play a fishing game for different Coral Reef animals (make your own fishing poles with paper clips and magnets on the back of the animal); add a "Look What I Caught" board to match animals or students can add the animal back into the environment
Listening Center: Environment Sounds (p. 17)
Show What You Know Center: Creating a Coral-Reef Environment
Writing Center: Welcome to the Coral Reef (p. 20)

Week 6: December 9 - 13

Table Time Centers

Art Center: create different animals to go into the dramatic play center by coloring pictures, gluing shapes, painting, or other coloring items; color pictures of animals, things found in the environment, or things found in a big city with smaller writing utensils; work on coloring and not scribbling, being intentional to color in the lines; nature college - use objects or pictures of things found outside for students to glue.
Construction Center: Build a Home (p. 12) use various materials and a variety of family figurines to play and build their houses; include visuals and models as needed; use building materials and animals to build a habitat (e.g., forest, ocean, pond); provide visuals and models as needed; use different building toys that connect and pull apart (Duplos, Legos, bristle blocks) to develop hand strength.
Games and Puzzles: simple puzzles (e.g., coral reef animals, other environments); tangrams and simple pictures; sort and copy pattern blocks
Writing Center: hole punchers on shapes and letters; tissue paper to pinch and glue to decorate letters, numbers, or animals; pegs-make letters/numbers/lines for students to put pegs in order.

Read Aloud

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.

"Swimmy" (p. 232-233)

Day 1: Read the book, highlighting the problem and the solution, and save the lesson for tomorrow
Day 2: Reread the book and complete "Read the Text" section on page 232

"Fish Eyes" (p.246)

Day 1: Read the book, counting the number of fish on each page and encouraging the students to count with you
Day 2: Reread the book, allowing students to lead the counting; may also let each student take a turn leading the counting; see the "Ahead of Time" box on page 246 for "fish pointer" idea

Targeted Vocabulary

Problem
Solution
Cooperate
Lonely
Happy
Tails
Fins

Connect

The following Connect lessons are completed during Week 6 for 3-year-old classrooms:

Let's Visit A Coral Reef, Part 3 (p. 221): use embedded book "Classroom Up Close" and show a few pages before this activity to model the intentions.
Numeral 9 (p. 226): reinforce counting from 1-5 with one-to-one correspondence; review numerals 1-5 identification
Introduce Conrad the Crow (p. 227) and Conrad the Confused Crow (p. 241): utilize cubes or dice with dots to have Conrad count sets between 1 to 5. Highlight how to help Conrod solve his problem of forgetting a number (use a number line, counting visual, counting aloud etc.).
I'm Thinking of a Friend Who... (p. 234): complete throughout the day over a period of time and give students high five hands for immediate positive feedback
Numeral 10 (p. 247): reinforce counting from 1-5 with one-to-one correspondence; review numerals 1-5 identification
Coral-Reef Dance (p. 247)

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, Reef Building (p.222): use books about the Coral Reef to show examples as well as visuals of individual parts of a Coral Reef; students make one part of the Coral Reef at a time (individually or as a small group)
Day 2, Introduce Conrad the Confused Crow (p. 227): focus on one or two verbal counting or (for a challenge) one-to-one correspondence mistakes (ones that you hear students make in the classroom). Highlight how to help Conrod solve his problem of forgetting a number (use a number line, counting visual, counting aloud etc.).
Day 3, Problem-Solving Pages (p. 235): give students scenario visuals and choices for solutions; allow students to draw the solution they want to use or glue the image of the solution from the Solution Suitcase images
Day 4, Scavenger-Hunt Clue Writing (p. 242): go on teacher-provided scavenger hunt (skip Scavenger Hunt Clue Writing) or do a scavenger hunt for things you are learning about in the classroom such as different letters or solutions from the Solution Suitcase

Fast Focus

The following Fast Focus lessons are completed during Week 6 for 3-year-old classrooms:

Letter-Naming Bag (p. 224): focus on first letters in student names
"One Little Fish" (p. 230): consider using visuals
Rhyming Basket (p. 231): choose a rhyming song/chant your students have enjoyed so far this school year
Count Jumps (p. 237): use a dice in place of numeral cards; students roll the dice, counts the dots, then we everyone jumps that number of times; continue to expose students to written numerals by writing the number of dots rolled
Sound Hunt (p. 238): Use the first letters of students' names paired with the sounds they make; use Lila to "find the friend" who's name starts with that letter

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: work on individual projects for environment project (e.g., Coral Reef)
Book Nook: Animal Book Scavenger Hunt (p. 10)
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 Home (p. 12) add pictures of students and instructional staff onto figurines or paper towel rolls; add pictures of different home examples built with blocks in previous weeks
Dramatic Play: "Trashy Town!" (p. 13)
Exploration Center: Water-Table Aquatic Environment (p. 16)
Games and Puzzles: play a fishing game for different Coral Reef animals (make your own fishing poles with paper clips and magnets on the back of the animal); add a "Look What I Caught" board to match animals or students can add the animal back into the environment
Listening Center: Environment Sounds (p. 17)
Show What You Know Center: Creating a Coral-Reef Environment
Writing Center: Welcome to the Coral Reef (p. 20)

*Please note: any page numbers related to Connect4Learning are from Edition 1

Resources

Maryland Early Learning Standards (0-48 months) Links to an external site.

PK3 (Preschool) Adapted C4L Crosswalk (Aligns New Maryland Early Learning Standards to HCPSS Adapted C4L Guide for PK3) Links to an external site.

PK3 Standards Companion Guide Links to an external site.

Connect4Learning Long Range Plans for 3-Year-Olds Links to an external site.

EC-LETRS Optional Curriculum Resources Links to an external site.

This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.