exploration-3_

Exp

I

loration

Three: Our

Impact

Interdisciplinary Instructional

Guidance

u

1

r

The enclosed instructional guidance may be used for educational,

non-profit p poses only. If you are not a 3-K for All provider, send

an email to

prekinstruction@schools.nyc.gov

to request permission

to use this document or any portion thereof. Please indicate the

name and location of your

school or program and describe how you

intend to use this guidance.

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Table of Contents

I. Foundation 2

II. Introduction 5

III. Snapshot 7

IV. Framework 8

V. Ideas for Learning Centers 31

VI. Suggested Texts

....................................................................................59

VII. Inquiry and Critical Thinking Questions for Texts 62

VIII. Weekly Planning Template 65

IX. Doc

umenting Learning 71

X. Supporting Resources 75

XI. Appendices 78

A. Learning Stories 78

B. Recipes 79

C. Learning Center Picture Samples 81

D. Spanish Songs 84

E. Spanish Vocabulary Translations 85

F. Beyond I’m Sorry: Helping Children Develop Empathy 87

G. Center Planning Form 88

H. Documentation Template 89

I. Additional Resources 90

J. Master Book List 97

I. Foundation

References: Gopnik, A. (2009). The Philosophical Baby: What Children’s Minds Tell Us About Truth, Love and the Meaning of Life. New York: Picador

Lieberman, A. (1993). The Emotional Life of the Toddler. New York: The Free Press

Neville, H. (2007). Is This a Phase: Child Development & Parenting Strategies, Birth to 6 Years. Washington: Parenting Press

2

Explorations: Comprehensive, In-depth Learning Across Domains

New York City 3-K for All Interdisciplinary Explorations are designed to connect children, families and teaching staff and invite them to engage in comprehensive, in-

depth, play-based learning across domains. The three Explorations are designed to be implemented over the course of the ten-month program year. Topics and

activities in the Explorations begin with routines and learning about the classroom and progress to more abstract ideas throughout the year. Explorations are

grounded in research on developmental expectations as described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five (ELOF), which outlines the

skills, behaviors and concepts programs foster as they engage with our youngest learners. By using the three Explorations as written, programs will support all of the

preschool goals included in the framework. Teaching staff should refer to the ELOF and their authentic assessment system when implementing Explorations in order

to connect their observations of each child with ELOF goals, developmental progressions and indicators and to guide their planning as they work to meet the needs of

each child in the class.

Guiding Principles of the Early Learning Outcomes Framework:

Each child is unique and can succeed. Children are individuals with different rates and paths of development. Each child is uniquely influenced by their prenatal envi-

ronment, temperament, physiology, and life experiences. With the appropriate support, all children can be successful learners and achieve the skills, behaviors, and

knowledge described in the Framework.

Learning occurs within the context of relationships. Caring families, teachers, and other adults matter in a young child's life. Responsive and supportive interactions

with adults are essential to children's learning.

Families are children's first and most important caregivers, teachers, and advocates. Families must be respected and supported as the primary influence in their

child's early learning and education. Their knowledge, skills, and cultural backgrounds contribute to children's school readiness.

Children learn best when they are emotionally and physically safe and secure. Nurturing, responsive, and consistent care helps create safe environments where

children feel secure and valued. In these settings, children are able to engage fully in learning experiences.

Areas of development are integrated, and children learn many concepts and skills at the same time. Any single skill, behavior, or ability may involve multiple areas

of development. For example, as infants gain fine motor skills, they can manipulate objects in new ways and deepen their understanding of cause and effect. As

preschoolers gain new verbal skills, they can better manage their emotions and form more complex friendships.

Teaching must be intentional and focused on how children learn and grow. Children are active, engaged, and eager learners. Good teaching practices build on

these intrinsic strengths by providing developmentally appropriate instruction and opportunities for exploration and meaningful play.

Every child has diverse strengths rooted in their family's culture, background, language, and beliefs. Responsive and respectful learning environments welcome

children from diverse cultural and linguistic backgrounds. Effective teaching practices and learning experiences build on the unique backgrounds and prior experiences

of each child.

Click here

to access t

he Guiding Principles of the Head Start Early Learning Outcomes Framework online

3

Early Learning Outcomes Framework Domain Organization

Click here to access the interactive ELOF

4

II. Introduction

Welcome to Exploration Three: Our Impact. This

Exploration is the final in a series of three 3-K for All

Interdisciplinary Instructional Guidance materials.

This Exploration is the capstone on children’s

learning this year. In this Exploration, children

explore how their actions and the way they care for

themselves, others, and the world around them can

impact growth and change. Impact is a big idea, and

for threes this means exploring what happens when

they add a block to a tower, or comfort a sad friend.

In Exploration One: Our Community, children

explored their classroom, their emerging sense of

self and their membership in a classroom

community. In Exploration Two: Our Environment,

children noticed and investigated the world around

their classroom, and in this Exploration, they

consider their roles in the classroom and beyond.

In this Exploration, children explore how their actions

and the way they care for themselves, others, and the

world around them can impact growth and change.

This Exploration, like all Explorations, will unfold

differently in every classroom. It is built on big ideas

that invite interpretation and offer opportunities to

align learning opportunities to children’s interests. It

is through your careful observation, analysis, and

planning that the Exploration will become

meaningful to all the children in your classroom.

After this Exploration, children will leave the 3-K

year with greater understanding of the active role

they can have in caring for themselves and others

and how their actions impact growth and change.

To introduce Care, the first big idea in this

Exploration, consider adding care related items to

your classroom centers. You might choose:

• equipment medical professionals use to

care for their patients (i.e. stethoscope,

blood pressure cuff),

• tools mechanics use to

care for vehicles

(i.e. wrench, ratchet, and socket), and/or

• supplies gardeners use to

nurture a garden

(shovel, spade, and seeds).

Observe the children and listen carefully to what

interests them most. Use their interests to build out

the later weeks in the study.

After you determine what type of care, or what

aspect of care most interests your children, go

deeper! If children seem especially interested in

caring for animals, expand on that interest. Across

all centers, introduce materials that align to this

interest and support learning across all domains of

the ELOF. For example, you can add toy animals and

natural materials to the science center, veterinary

equipment and stuffed animals to the dramatic play

center, and books about animals and animal care to

the library.

After exploring Care, begin to introduce the second

concept of this Exploration, Grow. If children were

interested in caring for babies in the beginning of

this study, you may want to invite them to begin to

consider how babies grow. If they were interested in

caring for plants, you may want to help them

explore how plants grow. Additionally, you may

support them in understanding that other things

grow as well. For example, not only do babies grow,

but baby animals grow as well. In this portion of the

Exploration, you have the opportunity to highlight

social and emotional learning as children explore the

relationship between caring and growing.

The third piece of this Exploration is a study of

Change. In this final part of the Exploration, children

have an opportunity to dig into exploring things that

change. If you have been exploring baby care and

growth, you might now look at how babies change

as they grow. Not only are they physically getting

bigger, but they are also learning how to do new

things such as crawl and walk. Continue to thread

Care through this part of the Exploration as well,

highlighting how children’s caring actions impact

growth and overall change.

In Explorations there are opportunities for children

to develop in all domains of learning as described in

the ELOF. In the second and third piece of this

Exploration, there are specific opportunities to

explore how change and growth are related to math

by exploring how numbers and quantities can grow

and change. As in all Explorations, the goal is to help

children begin to explore ideas, think critically, and

generate and test hypotheses rather than to

produce specific answers.

By wrapping up the year looking at Change, you also

have the opportunity to help prepare children for

the changes that may occur when the program year

ends. Change can be exciting and/or challenging for

young children. It is important to take the time, and

give them the opportunity to become comfortable

with the changes that are likely approaching for

them as they move on from their 3-K for All

community to a new experience in Pre-K for All.

5

The end of the year also presents an opportunity to

celebrate the learning that has occurred throughout

the year. Invite families to support their children in

reflecting, celebrating, and beginning to prepare for

their upcoming experiences. If you opt to do this

through an end of the year celebration, be mindful

of the developmental needs of the children in your

threes class. Celebrations held in classrooms or

familiar spaces, that give teachers and families the

opportunity to share something special about each

child, or opportunities to engage in hands-on

activities are generally more meaningful for young

children than performance-based events.

Enjoy the end of the year as well as Exploration

Three: Our Impact! Please email

prekinstruction@schools.nyc.gov with any

questi

ons or feedback.

6

III. Snapshot

Exploration Topic

Our Impact

Essential Question

How do my actions impact growth and change?

Focus Areas

1. Care: Children will have the opportunity to

explore ideas related to caring for self, others

and the world around us.

2. Grow: Children will have the opportunity to

explore things that grow and their role in

influencing growth.

3. Change: Children will have the opportunity to

explore change and their role in influencing

change.

Student Outcomes

Children will show growth in their ability to care for

themselves and express care and concern toward

other people and objects.

Children will show growth in their under

standing of

what it means to grow and how they can influence

growth.

Children will show growth in their understanding of

wh

at it means to change and how they can influence

change.

Key Vocabulary

This

list should be adapted to fit the needs

of

individual programs and classrooms.

action

add

adjust

adult

aid

alter

appear

attitude

baby

bake

bathe

break

broom

bud

build

change

child

clean

comfortable

compare

cook

demolition

dentist

destroy

develop

different

doctor

dust pan

emergency

emotions

equipment

expand

experiment

expression

feed

feel

feelings

flowers

fix

form

fruit

gardener

grass

height

help

hospital

improve

increase

infant

kind

large

learn

leash

leaves

love

medium

mix

mechanic

medicine

modify

nurse

office

plant

predict

repair

respect

roots

shape

short

shrink

sick

size

small

soap

soil

spatula

sponge

spread

sprout

stems

stethoscope

surgeon

swap

tree

vacuum

tall

teenager

thoughtful

tiny

toddler

tools

trade

vegetable

veterinarian

wash

whisk

7

IV. Framework

Essential Question

This question connects the experiences teaching

staff plan throughout the entire Exploration.

Consider this question while planning and

implementing the Exploration.

Focus Areas

These represent the major inquiries of the

Exploration. They build over time and invite children

to make connections across all content areas. Each

focus area may take about one month to explore

and should guide teaching staff through the

planning and reflecting process.

These are key components of each Exploration.

Invitation to Explore

These experiences provide opportunities to deepen

children’s experiences within the Exploration. Each

Invitation aligns to one of the three focus areas and

should be implemented accordingly. Teaching staff

use the question posed in each Invitation to ask

children to explore a material or concept with them.

Suggested Texts

These are a combination of literary and

informational texts to read throughout the

Exploration. Multiple readings of engaging,

informative and literary texts provide opportunities

for exploring content, expressing ideas, using

imagination and developing critical thinking skills.

Reading books multiple times also helps all children

build a deeper understanding of content, make

meaningful connections between concepts or

experiences and build their confidence as learners

and as future readers.

See Section VII for text-based critical thinking

questions to support the read aloud experience.

In addition to texts specifically related to

Exploration content, there is also an Explorations

Master Book List. When creating your classroom

library, use a selection of these books to supplement

the Suggested Texts for Read Aloud.

Key Vocabulary

These words help children understand the major

inquiries of the Exploration and build background

knowledge. Use these words, as well as additional

vocabulary words that come up throughout the

Exploration.

Family and Community Engagement

These ideas connect classrooms with families by

inviting families to share their experience and

knowledge with the class, as well as extending

learning outside of the classroom. Use these

suggestions to build relationships with families and

enhance children’s learning. Note the alignment to

the Program Quality Standards.

See ideas for family and community engagement

throughout Section V Ideas for Learning Centers.

Culminating Celebration

This is an opportunity to reflect on the unit with the

children, as well as to note and celebrate the growth

and learning that has occurred and is implemented

at the end of each Exploration.

8

Sample Weekly Plans

EXPLORATION THREE:

OUR IMPACT

9

Essential Question:

How do my actions impact

gr

owth and change?

Month One:

Care

Key Vocabulary:

action, appear, attitude,

ba

the, broom, clean,

comfortable, cook, dentist,

dustpan, emergency,

emotions, equipment,

expression, feed, feel,

feelings, fix, gardener, help,

hospital, kind, mechanic,

medicine, nurse, office,

plant, respect, sick, soap,

spatula, sponge,

stethoscope, thoughtful,

tools, veterinarian, wash,

whisk

Invitations to Explore:

Dramatic Play

Ou

tdoors/Playground/Gross

Motor

Sand and Water/Sensory

Writing

Family and Community

Eng

agement Suggestions:

Toys and Games/Math

Man

ipulatives

Blocks/Construction

DECIDING WHICH

TOPICS TO EXPLORE

Review the sample weekly

focus areas. Consider the

children in your class and which

focus area would be the right

starting point for them to begin

exploring care. After you

introduce the topic, pay close

attention to what children find

most interesting. What are they

talking about? What are they

playing with the most? What

themes do you notice in their

play? What are families sharing

about how children are

exploring this topic? Use this

data to determine which focus

to explore next. At the end of

each week, spend time

reflecting on what the children

did this week and make your

decision about a focus for the

next week accordingly. Note

that sometimes a focus may

last longer than a week.

EXPLORATION WEEKLY PLAN

Exploration: Our Impact

Essential Question: How do my actions impact growth and change? Month: One

Focus Area: Care Week: Two

Weekly Focus: Others Room:

Monday

Tuesday

Wednesday

Thursday

Friday

Greeting Routine (20

minutes)

•

Help children and families feel welcome by greeting everyone by name.

• Support chi

ldren as they engage in arrival routines by using step-by-step directions (e.g., put belongings away, mark

themselves as present on the attendance chart, wash hands).

• Consider designating one teaching team member to greet children and another to support children as they engage in

a

rrival activities/breakfast.

Greeter:

A

rrival Activities:

Doll house furniture

and people

Markers and paper

Tangrams

Puzzles

Breakfast/Activity

Support:

Greeter:

Arrival Activities:

Buttons and dice

Clay and toothpicks

Light table and color

paddles

Manipulatives

Breakfast/Activity

Support:

Greeter:

A

rrival Activities:

Connecting cubes

Fresh flowers

Charcoal pencils and

newsprint

Doll house furniture,

people, and carpet

squares

Breakfast/Activity

Support:

Greeter:

A

rrival Activities:

Counting toys

Charcoal pencils and

newsprint

Playdough

Rock letters

Breakfast/Activity

Support:

Greeter:

A

rrival Activities:

Nature blocks

Stationary,

envelopes, and

writing instruments

Manipulatives

Puppets

Breakfast/Activity

Support:

Large Group

Exploration

• Greeting song/chant: Select a greeting song/chant to welcome eac

h child and build community.

• Daily schedule: Use a picture schedule to briefly review the day. Highlight changes or special events.

•

Introduce Centers: Show sample materials children may choose to play with in each center.

10

(10 minutes including

transitions: 6 minutes for

Large Group content, 4

minutes to transition in and

out of Large Group)

•

T

ell the children where each member of the teaching team will start playing when Center Time begins and what

materials they will be exploring. Invite children to join if they would like.

• Transition to Centers: Use an activity, song, rhyme or finger play to keep children eng

aged, minimize wait time and

stagger the transition as they make choices about where to play.

Greeting song/chant:

This is the Way We Say

Hello (refer to Section

X Supporting

Resources)

Materials to

introduce:

(Dramatic Play) Show

the children a baby

doll. Hold the baby in

your arms and share

that children may want

to explore how to care

for babies this week in

Dramatic Play. Share

that a teacher will

be in

this center to explore

and play.

Transition Activity:

“You can show that you

care when you play.

You can show it every

day.

If a friend needs help,

_____, _____, and

______ will be there

right away.”

Children may make a

choice when called.

Repeat until all children

have transitioned to

centers.

Greeting song/chant:

This is the Way We Say

Hello

Materials to

introduce:

(Sensory) Show the

children

a

baby doll and

a washcloth. Share that

as the children explore

at the sensory table,

they might want to

care for the baby

dolls

and give them a bath.

Transition Activity:

“You can show that you

care when you play.

You can show it every

day.

If a friend needs help,

_____, _____, and

______ will be there

right away.”

Children may make a

choice when called.

Repeat until all children

have transitioned to

centers.

Greeting song/chant:

This is the Way We Say

Hello

Materials to

introduce:

(Writing) Show the

children a

piece of

paper or a card,

and a

writing/drawing

instrument. Invite

children to think about

ways they can use

drawing and writing to

show how they care

for

others.

Transition Activity:

“You can show that you

care when you play.

You can show it every

day.

If a friend needs help,

_____, _____, and

______ will be there

right away.”

Children may make a

choice when called.

Repeat until all children

have transitioned to

centers.

Greeting song/chant:

This is the Way We Say

Hello

Materials to

introduce:

(Art) Show the children

some of the three-

dimensional materials

available in the art

center.

Invite them

to

explore the materials.

Invite children

who

decide to make a piece

of art

to share it with

someone they care

about.

Transition Activity:

“You can show that you

care when you play.

You can show it every

day.

If a friend needs help,

_____, _____, and

______ will be there

right away.”

Children may make a

choice when called.

Repeat until all children

have transitioned to

centers.

Greeting song/chant:

This is the Way We Say

Hello

Materials to

introduce:

(Science) Show

the

children the class pet.

Invite them to think

about how they care

for the pet and explore

some of the materials

used for care.

Transition Activity:

“You can show that you

care when you play.

You can show it every

day.

If a friend needs help,

_____, _____, and

______ will be there

right away.”

Children may make a

choice when called.

Repeat until all children

have transitioned to

centers.

11

Centers

(70 minutes)

• See Section V Ideas f

or Learning Centers for materials to consider including in each center.

• Select materials that best meet the interests and needs of the children in your class.

• Rotate mate

rials regularly.

Implement at least one INVITATION TO EXPLORE each wee

k.

Center: Dramatic Play

Materials:

Baby dolls

Invitation:

Invite children to explore dolls with you. Pretend your doll is upset. Pose the following questions: My baby is crying

and upset; what do you think is wrong? What can we do to care for him/her?

Teacher:

Monday

Tuesday

Wednesday

Thursday

Friday

The following centers should

be available during center

time:

*

Materials to highlight each day:

*

Note, children should also be able to explore other materials in each center per their own interests and needs.

Blocks/Construction (page 33)

Explore unit blocks, toy people, and doll house

furniture

Explore unit blocks and nature blocks

Explore unit blocks

and large corrugated

cardboard pieces

Dramatic Play (page 35)

Set up dramatic play as a home and explore care with materials such as baby dolls, cribs, high chairs, changing tables, etc.

Invitation to Explore (see above)

Art (page 37)

Explore cray-pas and

paper

Explore cleaning sponges (unused) and paint

Explore three-dimensional materials such as

sticks, wire, Styrofoam balls

Science/Discovery (page 40)

Explore fresh flowers

Explore natural items

children bring to the

classroom

Explore small toy animals and natural materials (i.e.

leaves, twigs) for creating habitats

Explore classroom pet

care

Toys and Games/Math

Manipulatives (page 42)

Explore counting toys such as plastic animals or

vehicles and small blocks

Explore tinker trays

Explore shape sorters

Sand and Water/Sensory

(page 45)

Explore child-safe

bubbles

Explore soap, washcloths and baby dolls

Explore seeds and gardening tools such as small

rakes, shovels, and trowels

Library (page 47)

Explore books. Be sure to include some books related to care to the classroom library.

Cooking and Mixing

(as needed, page 49)

N/A

Writing (page 53)

Explore chalkboards

and chalk

Explore rock letters

Explore stationary, unused greeting cards, and writing instruments

12

Music and Movement

(page 55)

Explore yoga

Computers/Technology

(page 57)

Allow the computer to be available as a resource to answer children’s questions about care, when necessary. Partner with the

children in exploring their questions by sitting at the computer together and doing research as a teacher/child team.

Clean-Up/Handwashing

(10 minutes)

•

To help create a smooth transition, give children advance notice before the transition occurs.

• Five minu

tes before the end of Center Time prepare children to clean up with an indicator (song, bell, etc.).

• Use a consistent indicator before each clean up.

• Some children may need extra support preparing for this transition.

• Consider designating one teaching team member to support with clean up and another to begin the handwashing

process.

Family Style

Lunch/

Toileting/Handwashing

(40 minutes)

While sitting for family style meals, consider:

• Reflect

ing on the procedures for preparing to eat lunch.

• Discussing how children clean up their meals and eating area when they are finished.

• Reminding children of what is coming next, especially toward the end of the meal.

• Desi

gnating one teaching team member to support children who are still eating and another to begin the toileting and

handwashing procedures as children begin to finish their lunches.

Nap/Rest Time

(60 minutes)

• To support the transition to nap/rest time place children’s cots or mats in a consistent location.

• Remain flexible to children’s individual needs and adjust the locations of cots or mats accordingly.

Story

Time

(10 minu

tes including

transitions: 6 minutes for

Story, 4 minutes to transition

in and out of group)

• See Section VI Texts

for suggested Read Aloud Texts.

• Select texts that meet the interests and needs of your children.

• Review

Section VII Inquiry and Critical Thinking Questions for Texts for questions to enhance the read aloud experience

and support the development of critical thinking skills.

• Introduce Centers: Briefly remind the children of the materials available in centers.

• Tell the children where each member of the teaching team will start playing when Center Time begins and what

materials they will be exploring. Invite children to join if they would like.

• Transition to Centers: Use an activity, song, rhyme or finger play to keep children engaged, minimize wait time, and

stagger the transition as they make choices about where to play.

Book:

Hands Say Love by

George Shannon

Transition Activity:

Take

and print or draw

pictures of ways

children

can care for

each other

(e.g.,

hug,

band aid, share

Book:

Hands Say Love by

George Shannon

Tran

sition Activity:

Take and print or draw

pictures of ways

children can care for

each other

(e.g.,

hug,

band aid, share

Book:

Oonga Boonga by

Frieda Wishinsky

Tran

sition Activity:

Take and print or draw

pictures of ways

children can care for

each other

(e.g.,

hug,

band aid,

share

Book:

The One Day House by

Julia Durango

Tran

sition Activity:

Take and print or draw

pictures of ways

children can care for

each other

(e.g.,

hug,

band aid, share

Book:

The One Day House by

Julia Durango

Tran

sition Activity:

Take and print or draw

pictures of ways

children can care for

each other

(e.g.,

hug,

band aid, share

13

materials). For a class

of 15, use five different

images and supply 4

copies of each image.

Pass out the images to

the children and keep

one set for yourself.

Show the children one

of the images. Use a

phrase such as, “I can

care for others by

_____” and show the

corresponding image.

Children who have the

same image can give

you the picture and

make a choice. Repeat

until all children have

transitioned to centers.

materials). For a class

of 15, use five different

images and supply 4

copies of each image.

Pass out the images to

the children and keep

one set for yourself.

Show the children one

of the images. Use a

phrase such as, “I can

care for others by

_____” and show the

corresponding image.

Children who have the

same image can give

you the picture and

make a choice. Repeat

until all children have

transitioned to centers

materials). For a class

of 15, use five different

images and supply 4

copies of each image.

Pass out the images to

the children and keep

one set for yourself.

Show the children one

of the images. Use a

phrase such as, “I can

care for others by

_____”

and show the

corresponding image.

Children who have the

same image can give

you the picture and

make a choice. Repeat

until all children have

transitioned to centers

materials). For a class

of 15, use five different

images and supply 4

copies of each image.

Pass out the images to

the children and keep

one set for yourself.

Show the children one

of the images. Use a

phrase such as, “I can

care for others by

_____” and show the

corresponding image.

Children who have the

same image can give

you the picture and

make a choice. Repeat

until all children have

transitioned to centers

materials). For a class

of 15, use five different

images and supply 4

copies of each image.

Pass out the images to

the children and keep

one set for yourself.

Show the children one

of the images. Use a

phrase such as, “I can

care for others by

_____” and show the

corresponding image.

Children who have the

same image can give

you the picture and

make a choice. Repeat

until all children have

transitioned to centers.

Centers

(70 minutes)

The following centers should

be available during center

time:

•

Blocks/Construction

• Dramatic Play

• Art

• Science/Discovery

• Toys and

Games/Math

Manipulatives

• Sand and

Water/Sensory

• Library

• Cooking and Mixing

(as needed)

•

Reflect on the materials used in the morning and determine whether changes should be made

• Remind the children about what materials were available this morning.

• S

ee Se

ction V Ideas for Learning Centers for materials to consider, if necessary.

Materials to highlight:

*

Note, children should also be able to explore other materials in each center per their own interests and needs.

Same as morning

Teaching Team Roles:

Same as morning

Teach

ing Team Roles:

Same as morning

Teachi

ng Team Roles:

Same as morning

Teaching Team Roles:

Same as morning

Teaching Team Roles:

14

• Writing

•

Music and Movement

Clean-up/Handwashing/Snack

(20 minutes)

See guidance above for tips and suggestions

Outdoors (60 minutes)

(page 52)

See Section V Ideas for Learning Centers

Materials:

Dolls

Strollers

Animal costumes or

fabric pieces for

children to make their

own costumes.

Teaching team roles:

Materials:

Dolls

Strollers

Animal costumes or

fabric pieces for children

to make their own

costumes.

Teaching team roles:

Materials:

Outdoor hollow blocks or

milk crates for building

Animal costumes or fabric

pieces for children to make

their own costumes

Wheel toys

Teaching team roles:

Materials:

Mud kitchen

Dolls

Natural materials

Teaching team roles:

Materials:

Mud kitchen

Natural materials

Wheel toys

Teaching team roles:

Closing Meeting/Dismissal

(

10 minutes including

transitions: 6 minutes for

Closing Meeting content, 4

minutes to transition in and

out of Closing Meeting)

•

End the day with a closing ritual or song.

• Assist children in packing their belongings and preparing to leave.

15

Sample Weekly Plans

E

XPLORATION THREE:

OU

R IMPACT

How do my actions impact

growth and change?

Month Two:

Grow

Key Vocabulary:

ad

d, adult, baby, bu

d, build,

child, expand, flowers, fruit,

grass, height, increase,

infant, roots, short, size,

small, soil, sprout, stems,

tall, teenager, tiny, toddler,

vegetable

Essential Question:

Invitations to Explore:

Blocks/Construction

Com

puters/Technology

Cooking and Mixing

Science/Discovery

Famil

y and Community

Engagement Suggestions:

Art

Library

Music and Movement

Toys and Games/Math

Manipulatives

DECIDING WHICH

TOPICS TO EXPLORE

Reflect on the children’s

interests and experiences with

Care in the first part of this

exploration. What were the big

ideas? How can you enhance

the exploration and learning by

expanding the focus to include

Growth? Review the sample

weekly focus areas for ideas,

but be open to other foci

should they be better for your

children. After you introduce

the topic, pay close attention to

what children find most

interesting. What are they

talking about? What are they

playing with the most? What

themes do you notice in their

play? What are families sharing

about how children are

exploring this topic? Use this

data to determine which focus

to explore next. At the end of

each week, spend time

reflecting on what the children

did and learned this week as

you think instruction for the

following week.

16

EXPLORATION WEEKLY PLAN

Exploration: Our Impact

Essential Question: How do my actions impact growth and change? Month: Two

Focus Area: Grow Week: One

Weekly Focus: Self Room:

Monday

Tuesday

Wednesday

Thursday

Friday

Greeting Routine (20

minutes)

•

Help children and families feel welcome by greeting everyone by name.

• Support children as they engage in arrival routines by using step-by-step directions (i.e. put belongings away, mark

themselves as present on the attendance chart, wash hands).

•

Consider designating one teaching team member to greet children and another to support children as they engage in

arrival activities/breakfast.

Greeter:

Arrival Activities:

Small toy animals and

natural materials

Conte crayons and

sketch paper

Manipulatives

Puzzles

Breakfast/Activity

Support:

Greeter:

Arrival Activities:

Felt or magnetic board

and pieces for story

telling

Conte crayons and

sketch paper

Shape sorter

Manipulatives

Breakfast/Activity

Support:

Greeter:

Arrival Activities:

Puzzles

Playdough

Scissors and materials

to cut (e.g., paper,

ribbon, yarn)

Doll house furniture,

people, and carpet

squares

Breakfast/Activity

Support:

Greeter:

Arrival Activities:

Small toy animals and

natural materials

Chalkboards and chalk

Shape sorter

Felt or magnetic board

and pieces for story

telling

Breakfast/Activity

Support:

Greeter:

Arrival Activities:

Counting toys

Scissors and materials

to cut (e.g., paper,

ribbon, yarn)

Manipulatives

Geoboards and rubber

bands

Breakfast/Activity

Support:

Large Group Exploration

•

Greeting song/chant: Select a greeting song/chant to welcome each child and build community.

• Daily schedule: Use a picture schedule to briefly review the day. Highlight changes or special events.

• Introdu

ce Centers: Show sample materials children may choose to play with in each center.

17

(10 minutes including

transitions: 6 minutes for

Large Group content, 4

minutes to transition in and

out of Large Group)

• Tell the children where each member of the teaching team will start playing when Center Time begins and what

m

aterials they will be exploring. Invite children to join if they would like.

• Transition to Centers: Use an activity, song, rhyme or finger play to keep children

engaged, minimize wait time and

stagger the transition as they make choices about where to play.

Greeting song/chant:

Hi There! (refer to

Section X Supporting

Resources)

Materials to

introduce:

(Construction) Show

the children a couple

unit blocks. Invite

children to explore how

to make towers

grow,

or

get bigger,

with you.

Transition Activity:

“____ is growing and

we know it clap our

hands. ______ is

growing and we know

it clap our hands. _____

is growing and you

know it and we really

want

to show it, _____

is growing and we

know it clap our

hands.” Fill in each

blank with a different

child’s name.

Children

Greeting song/chant:

Hi There!

Materials to

introduce:

(Toys and Games/Math

Manipulatives) Show

the children a couple

pieces of strings that

are various lengths.

Share that children can

explore measurement

by trying to find

something in the

classroom that is the

same length as a string.

Transition Activity:

“____ is growing and

we know it clap our

hands. ______ is

growing and we know

it clap our hands. _____

is growing and you

know it and we really

want to show it, _____

is growing and we

know it clap our

hands.” Fill in each

blank with a different

child’s name. Children

Greeting song/chant:

Hi There!

Materials to

introduce:

(Sensory) Show the

children a couple of

containers that are

various sizes. Invite

children to explore the

containers and water.

They may want to

explore filling the

containers and then

what happens when

they add more water to

the containers.

Transition Activity:

“____ is growing and

we know it clap our

hands. ______ is

growing and we know

it clap our hands. _____

is growing and you

know it and we really

want to show it, _____

is growing and we

know it clap our

hands.” Fill in each

blank with a different

child’s name. Children

Greeting song/chant:

Hi There!

Materials to

introduce:

(Art) Show the children

a mirror. Invite them to

look in the mirror and

explore what they see.

They may want to think

about ways they look

different now than

when they were a baby

and use graphite sticks

to draw pictures of

themselves now.

Transition Activity:

“____ is growing and

we know it clap our

hands. ______ is

growing and we know

it clap our hands. _____

is growing and you

know it and we really

want to show it, _____

is growing and we

know it clap our

hands.” Fill in each

blank with a different

child’s name. Children

Greeting song/chant:

Hi There!

Materials to

introduce:

(Cooking an Mixing)

Show the children a

few ingredients for

making muffins. Invite

children to make

muffins and note how

the batter changes

when the muffins bake.

Transition Activity:

“____ is growing and

we know it clap our

hands. ______ is

growing and we know

it clap our hands. _____

is growing and you

know it and we really

want to show it, _____

is growing and we

know it clap our

hands.” Fill in each

blank with a different

child’s name. Children

18

can make a choice

when called. Repeat

until all children have

transitioned to centers.

can make a choice

when called. Repeat

until all children have

transitioned to centers.

can make a choice

when called. Repeat

until all children have

transitioned to centers.

can make a choice

when called. Repeat

until all children have

transitioned to centers.

can make a choice

when called. Repeat

until all children have

transitioned to centers.

Centers

(70 minutes)

•

See Section V Ideas f

or Learning Centers for materials to consider including in each center.

• Select materials that best meet the interests and needs of the children in your class.

• Rotate mate

rials regularly.

Implement at least one INVITATION TO EXPLORE each wee

k.

Center: Blocks/Construction

Materials:

Blocks

Invitation:

Invite children to create towers with you. Count the number of blocks in the tower. State the number and pose the

following question: How can we make our towers grow? What happens when we put one more block on this tower? How many

blocks are in our tower now? Did our tower get larger or smaller? How do you know? Repeat according to children’s interest and

ability.

Monday

Tuesday

Wednesday

Thursday

Friday

The following centers should

be available during center

time:

*

Materials to highlight each day:

*

Note, children should also be able to explore other materials in each center per their own interests and needs.

Blocks/Construction (page 33)

Invitation to Explore (see above)

Dramatic Play (page 35)

Set up dramatic play as a home to allow children to continue to explore care and the connection to growth

Art (page 37)

Explore colored glue

and spools of various

sizes

Explore graphite sticks

and newsprint

Explore mirrors,

graphite sticks, and

newsprint

Explore a slinky and

paint

Science/Discovery (page 40)

Explore magnifying glasses

Explore binoculars

Explore a balance scale

Toys and Games/Math

Manipulatives (page 42)

Explore twigs and

sticks of various sizes

Explore strings of

various lengths

Explore lines of various lengths for measuring and

connecting cubes or various counting materials

(see Appendix C)

Explore tape measures

Sand and Water/Sensory

(page 45)

Explore water beads

Explore water and containers of various sizes

Library (page 47)

Explore books. Be sure to include some books related to growth to the classroom library.

Cooking and Mixing

(as needed, page 49)

N/A

Make muffins

19

Writing (page 53)

Explore name cards. Prepare the cards in

advance. To make, use a baby picture of each

child and include their name on the card.

Explore name cards. Use

a set of cards with current

pictures of each child.

Explore names cards with baby pictures as well

as name cards with current pictures

Music and Movement

(page 55)

Explore microphones

Explore various instruments and ways to make music grow

louder

Computers/Technology

(page 57)

Allow the computer to be available as a resource to answer children’s questions about growth, when necessary. Partner with the

children in exploring their questions by sitting at the computer together and doing research as a teacher/child team.

Clean-Up/Handwashing

(10 minutes)

•

To help create a smooth transition, give children advance notice before the transition occurs.

• Five minutes before the end of Center Time prepare children to clean up with an indicator (song, bell, etc.).

• Use a consistent indicator before each clean up.

• Some children may need extra support preparing for this transition.

• Consider designating one teaching team member to support with clean up and another to begin the handwashing

process.

Family Style

Lunch/Toileting/Handwashing

(40 minutes)

While sitting for family style meals, consider:

•

Reflecting on the procedures for preparing to eat lunch.

• Discussing how children clean up their meals and eating area when they are finished.

• Reminding children of what is coming next, especially toward the end of the meal.

• Designating one teaching team member to support children who are still eating and another to begin the toileting and

handwashing procedures as children begin to finish their lunches.

Nap/Rest Time

(60 minutes)

•

To support the transition to nap/rest time place children’s cots or mats in a consistent location.

• Remain flexible to children’s individual needs and adju

st the locations of cots or mats accordingly.

Story Time

(10 minute

s including

transitions: 6 minutes for

Story, 4 minutes to transition

in and out of group)

•

See Section VI Texts f

or suggested Read Aloud Texts.

• Select texts that meet the interests and needs of your children.

• Review Sect

ion VII Inquiry and Critical Thinking Questions for Texts for questions to enhance the read aloud experience

and support the development of critical thinking skills.

• Introduce Centers: Briefly remind the children of the materials available in centers.

• Tell the children where each member of the teaching team will start playing when Center Time begins and what

materials they will be exploring. Invite children to join if they would like.

• Transition to Centers: Use an activ

ity, song, rhyme or finger play to keep children engaged, minimize wait time, and

stagger the transition as they make choices about where to play.

Book:

Little Humans by

Brandon Stanton

Book:

Little Humans by

Brandon Stanton

Book:

The Importance of Being

Three by Lindsay Ward

Book:

The Importance of

Being Three by

Lindsay Ward

Book:

Pouch by David Ezra

Stein

20

Transition Activity:

Use the baby picture

name cards from the

Writing Center to

transition children to

centers. Hold up a few

pictures at a time,

when the children see

their picture they can

go make a choice.

Transition Activity:

Use the baby picture

name cards from the

Writing Center to

transition children to

centers. Hold up a few

pictures at a time,

when the children see

their picture they can

go make a choice.

Transition Activity:

Use the baby picture

name cards from the

Writing Center to

transition children to

centers. Hold up a few

pictures at a time, when

the children see their

picture they can go make

a choice.

Transition Activity:

Use the baby picture

name cards from the

Writing Center to

transition children to

centers. Hold up a few

pictures at a time,

when the children see

their picture they can

go make a choice.

Transition Activity:

Use the baby picture

name cards from the

Writing Center to

transition children to

centers. Hold up a few

pictures at a time,

when the children see

their picture they can

go make a choice.

Centers

(70 minutes)

The following centers should

be available during center

time:

• Blocks/Construction

• Dramatic Play

• Art

• Science/Discovery

• Toys and

Games/Math

Manipulatives

• Sand and

Water/Sensory

• Library

• Cooking and Mixing

(as needed)

• Writing

• Music and Movement

•

Reflect on the materials used in the morning and determine whether changes should be made

• Remind the children about what materials were available this morning.

• See Section V Ide

as for Learning Centers for materials to consider, if necessary.

Materials to highlight:

*

Note, children should also be able to explore other materials in each center per their own interests and needs.

Same as morning

Teaching Team Roles:

Same as morning

Teaching Team Roles:

Same as morning

Teaching Team Roles:

Same as morning

Teaching Team Roles:

Same as morning

Teaching Team Roles:

Clean-up/Handwashing/Snack

(20 minutes)

See guidance above for tips and suggestions

Outdoors (60 minutes)

(page 52)

See Section V Ideas for Learning Centers

Materials:

Magnifying glasses

Materials:

Magnifying glasses

Materials:

Balance scale

Materials:

Balance scale

Materials:

Balance scale

21

Tumbling mats

Balls

Teaching team roles:

Outdoor hallow blocks

for building

Tumbling mats

Teaching team roles:

Outdoor hallow blocks for

building

Parachute

Teaching team roles:

Sound exploration

stand

Parachute

Teaching team roles:

Sound exploration

stand

Balls

Teaching team roles:

Closing Meeting/Dismissal

(10 minutes including

transitions: 6 minutes for

Closing Meeting content, 4

minutes to transition in and

out of Closing Meeting)

•

End the day with a closing ritual or song.

• Assist children in packing their belongings and preparing to leave.

22

Sample Weekly Plans

EXPLORATION THREE:

OUR IMPACT

Essential Question:

How do my actions impact

gro

wth and change?

Month Three:

Change

Key Vocabulary:

adjust, alter, bake, break,

cha

nge, compare,

demolition, destroy,

experiment, form, improve,

large, learn, modify, predict,

shape, shrink, spread, trade

Invitations to Explore:

Art

Lib

rary

Music and Movement

Toys and Games/Math

Manipulatives

Family and Community

Enga

gement Suggestions:

Art

Writin

g

Cooking and Mixing

Outdoors/Playground/Gross

Motor

DECIDING WHICH

TOPICS TO EXPLORE

Reflect on the first two parts of

this Exploration. What did the

children find most interesting?

Where did you help them dig

deeply into their interests? How

can you help them understand

change in relation to the earlier

parts of this Exploration? After

reflecting on the first parts of

this Exploration, review the

sample weekly focus areas

provided here. Do these foci

make sense for your children in

the context of this Exploration?

Think about how you will move

forward. Will you use the ideas

here, or other ideas? After you

introduce Change, pay close

attention to what children find

most interesting. What are they

talking about? What are they

playing with the most? What

themes do you notice in their

play? What are families sharing

about how children are

exploring this topic? Use this

data to determine which focus

area to explore next.

23

EXPLORATION WEEKLY PLAN

Exploration: Our Impact

Essential Question: How do my actions impact growth and change? Month: Three

Focus Area: Change

Week: One

Weekly Focus: How Things Change

Room:

Monday

Tuesday

Wednesday

Thursday

Friday

Greeting Routine (20

minutes)

•

Help children and families feel welcome by greeting everyone by name.

• Support c

hildren as they engage in arrival routines by using step-by-step directions (i.e. put belongings away, mark

themselves as present on the attendance chart, wash hands).

• Consider designating one teaching team member to greet children and another to support children as they engage in

arrival activities/breakfast.

Greeter:

Arrival Activities:

Road play tape and

vehicles

Charcoal pencils and

paper

Manipulatives

Texture boxes

Breakfast/Activity

Support:

Greeter:

Arrival Activities:

Road play tape and

vehicles

Charcoal pencils and

paper

Cardboard shapes with

notches cut out for

building

Manipulatives

Breakfast/Activity

Support:

Greeter:

Arrival Activities:

Road play tape and

vehicles

Table top blocks

Water-color paint and

watercolor paper

Assorted open-ended

counting materials

Breakfast/Activity

Support:

Greeter:

Arrival Activities:

Road play tape and

vehicles

Water-color paint and

watercolor paper

Clothespins and

popsicle sticks

Links

Breakfast/Activity

Support:

Greeter:

Arrival Activities:

Road play tape and

vehicles

Markers and paper

Playdough

Book making materials

Breakfast/Activity

Support:

Large Group Exploration

(10 minutes including

transitions: 6 minutes for

Large Group content, 4

•

Greeting song/chant: Select a greeting song/chant to welcome each child an

d build community.

• Daily schedule: Use a picture schedule to briefly review the day. Highlight changes or special events.

• Introduce Centers: Show sample materials children may choose to play with in each center.

• Tell the children where each member of the teaching team will start playing when Center Time begins and what

materials they will be exploring. Invite children to join if they would like.

24

minutes to transition in and

out of Large Group)

• Transition to Centers: Use an activity, song, rhyme or finger play to keep children engaged, minimize wait time and

stagger the transition as they make choices about where to play.

Greeting song/chant:

Say Hello (refer to

Section X Supporting

Resources)

Materials to

introduce:

(Art) Show the children

two containers of

paint. Be sure to show

two different colors.

Share that you will be

exploring what

happens when you mix

paint colors together in

the art center. Invite

them to join you if they

would like.

Transition Activity:

Show the children the

beginning pages in the

book, “Egg” by Kevin

Henkes. Point out how

the egg changes. Invite

children to pretend

they are chicks in an

egg. Three at a time,

dismiss them by asking

them to crack open the

shell and go make a

choice. Repeat until all

children have

transitioned to centers.

Greeting song/chant:

Say Hello

Materials to

introduce:

(Sensory) Show the

children a water wheel.

Invite them to explore

how pouring water

onto the wheel makes

it spin.

Transition Activity:

Show the children the

beginning pages in the

book, “Egg” by Kevin

Henkes. Point out how

the egg changes. Invite

children to pretend

they are chicks in an

egg. Three at a time,

dismiss them by asking

them to crack open the

shell and go make a

choice. Repeat until all

children have

transitioned to centers.

Greeting song/chant:

Say Hello

Materials to

introduce:

(Toys and Games/Math

Manipulatives) Show

the children a few

pattern blocks and a

pattern block template.

Invite them to see how

the blocks can combine

to create new shapes

and pictures.

Transition Activity:

Show the children the

beginning pages in the

book, “Egg” by Kevin

Henkes. Point out how

the egg changes. Invite

children to pretend

they are chicks in an

egg. Three at a time,

dismiss them by asking

them to crack open the

shell and go make a

choice. Repeat until all

children have

transitioned to centers.

Greeting song/chant:

Say Hello

Materials to

introduce:

(Cooking and Mixing)

Show a child friendly

version of the Melting

Dough recipe. Invite

children to explore how

the ingredients in the

recipe change as they

make the dough as well

as what happens when

they play with the

dough.

Transition Activity:

Show the children the

beginning pages in the

book, “Egg” by Kevin

Henkes. Point out how

the egg changes. Invite

children to pretend

they are chicks in an

egg. Three at a time,

dismiss them by asking

them to crack open the

shell and go make a

choice. Repeat until all

children have

transitioned to centers.

Greeting song/chant:

Say Hello

Materials to

introduce:

(Science) Show the

children an eye dropper

and container of

colored water. Invite

them to explore what

happens when they

combine drips of

different colored water

onto a surface (e.g.,

coffee filter or paper

towel).

Transition Activity:

Show the children the

beginning pages in the

book, “Egg” by Kevin

Henkes. Point out how

the egg changes. Invite

children to pretend

they are chicks in an

egg. Three at a time,

dismiss them by asking

them to crack open the

shell and go make a

choice. Repeat until all

children have

transitioned to centers.

25

Centers

(70 minutes)

•

See Section V Ideas for Lea

rning Centers for materials to consider including in each center.

• Select materials that best meet the interests and needs of the children in your class.

• Rotate materials regularly.

Implement at l

east one INVITATION TO EXPLORE each week.

Center: Art

Materials: Paper to cover a table, paint (at least two colors), paint brushes

Invitation: Invite children to explore paint mixing with you. Pose the following question: What do you think will happen if we mix

these colors together as we paint? When children finish exploring ask: What happened when we mixed the colors together?

Have you seen this color before? If yes, Where? If not, where do you think this color might look nice?

Monday

Tuesday

Wednesday

Thursday

Friday

The following centers should

be available during center

time:

*

Materials to highlight each day:

*

Note, children should also be able to explore other materials in each center per their own interests and needs.

Blocks/Construction (page 33)

Explore Nature Blocks

Explore Chalkboard Blocks

Explore Unit Blocks and large corrugated

cardboard pieces

Dramatic Play (page 35)

Art (page 37)

Invitation to Explore (see above)

Science/Discovery (page 40)

Explore kaleidoscopes

Explore flashlights

Explore color paddles

Explore prisms

Explore eye droppers

and colored water

Toys and Games/Math

Manipulatives (page 42)

Explore various open-

ended counting

materials

Explore pattern blocks

Explore pattern blocks and pattern block

templates

Explore puzzles

Sand and Water/Sensory

(page 45)

Explore pots, pans, and

various cooking

utensils such as

washcloths, or sponges

Explore water and water wheels

Explore water and ice

cubes

Explore water, ice

cubes, and ramps

Library (page 47)

Explore books. Be sure to include some books related to change to the classroom library.

Cooking and Mixing

(as needed, page 49)

N/A

Make and explore

Melting Dough

N/A

Writing (page 53)

Explore window crayons

Explore chalk boards and chalk

Explore pencils and

erasers

Music and Movement

(page 55)

Explore various instruments and how to make sounds change

26

Computers/Technology

(page 57)

Allow the computer to be available as a resource to answer children’s questions about change, when necessary. Partner with the

children in exploring their questions by sitting at the computer together and doing research as a teacher/child team.

Clean-Up/Handwashing

(10 minutes)

• To help create a smooth transition, give children advance notice before the transition occurs.

• Five minutes before the end of Center Time prepare children to clean up with an indicator (song, bell, etc.).

• Use a consistent indicator before each clean up.

• Some children may need extra support preparing for this transition.

• Consider designating one teaching team member to support with clean up and another to begin the handwashing

pr

ocess.

Family Style

Lu

nch/Toileting/Handwashing

(40 minutes)

While sitting for family style meals, consider:

• Reflecting on the procedures for preparing to eat lunch.

• Discussing how children clean up their meals and eating area when they are finished.

• Reminding children of what is coming next, especially toward the end of the meal.

•

Designating one teaching team member to support children who are still eating and another to begin the toileting and

ha

ndwashing procedures as children begin to finish their lunches.

Nap/Rest Time

(60 minutes)

• To support the transition to nap/rest time place children’s cots or mats in a consistent location.

• Remain flexible to children’s individual needs and adjust the locations of cots or mats accordingly.

Story Time

(1

0 minutes including

transitions: 6 minutes for

Story, 4 minutes to transition

in and out of group)

• See Section VI Texts f

or suggested Read Aloud Texts.

• Select texts that meet the interests and needs of your children.

• Review Section VII Inquiry and Critical Thinking Questions for Texts for questions to enhance the read aloud experience

an

d support the development of critical thinking skills.

• Introduce Centers: Briefly remind the children of the materials available in centers.

• Tell the children where each member of the teaching team will start playing when Center Time begins and what

ma

terials they will be exploring. Invite children to join if they would like.

• Transition to Centers: Use an activity, song, rhyme or finger play to keep children engaged, minimize wait time, and

sta

gger the transition as they make choices about where to play.

Book:

Ho

oray for Hat! by

Brian Won

Transition Activity:

Invite children to move

their body any way

they would like until

you say “freeze.” When

you say “freeze” all

children must hold

their bodies still. Say

Book:

Hooray for Hat! by

Brian Won

Transition Activity:

Invite children to move

their body any way

they would like until

you say “freeze.” When

you say “freeze” all

children must hold

their bodies still. Say

Book:

Places to Be by Mac

Barnett

Transition Activity:

Invite children to move

their body any way

they would like until

you say “freeze.” When

you say “freeze” all

children must hold

their bodies still. Say

Book:

Places to Be by Mac

Barnett

Transition Activity:

Invite children to move

their body any way

they would like until

you say “freeze.” When

you say “freeze” all

children must hold

their bodies still. Say

Book:

I Wr

ote You a Note by

Lizi Boyd

Transition Activity:

Invite children to move

their body any way

they would like until

you say “freeze.” When

you say “freeze” all

children must hold

their bodies still. Say

27

the names of three

children and invite

them to make a choice.

Repeat the game until

all children have had a

chance to make a

choice.

As children are

ready, consider letting

them take turns

leading this activity.

the names of three

children and invite

them to make a choice.

Repeat the game until

all children have had a

chance to make a

choice.

As children are

ready, consider letting

them take turns

leading this activity.

the names of three

children and invite

them to make a choice.

Repeat the game until

all children have had a

chance to make a

choice.

As children are

ready, consider letting

them take turns

leading this activity.

the names of three

children and invite

them to make a choice.

Repeat the game until

all children have had a

chance to make a

choice.

As children are

ready, consider letting

them take turns

leading this activity.

the names of three

children and invite

them to make a choice.

Repeat the game until

all children have had a

chance to make a

choice.

As children are

ready, consider letting

them take turns

leading this activity.

Centers

(70 minutes)

The following centers should

be available during center

time:

•

Blocks/Construction

• Dramatic Play

• Art

• Science/Discovery

• Toys and

Games/Math

Manipulatives

• Sand and

Water/Sensory

• Library

• Cooking and Mixing

(as needed)

• Writing

• Music and Movement

•

Reflect on the materials used in the morning and determine whether changes should be made

• Remind the children about what materials were available this morning.

• See Section V Ideas for Learning Centers for materials to consider, if necessary.

Materials to highlight:

*

Note, children should also be able to explore other materials in each center per their own interests and needs.

Same as morning

Teaching Team Roles:

Same as morning

Teaching Team Roles:

Same as morning

Teaching Team Roles:

Same as morning

Teaching Team Roles:

Same as morning

Teaching Team Roles:

Clean-up/Handwashing/Snack

(20 minutes)

See guidance above for tips and suggestions

Outdoors (60 minutes)

(page 52)

See Section V Ideas for Learning Centers

Materials:

Drawing and writing

utensils

Materials:

Drawing and writing

utensils

Materials:

Magnifying glasses

Materials:

Wheel toys

Materials:

Sound exploration

stand

28

Toy animals

Wheel toys

Teaching team roles:

Animal costumes or

fabric pieces for children

to make their own

costumes

Watering can

Teaching team roles:

Natural materials

Balance scale

Teaching team roles:

Spray bottles, water,

sponges, etc.

Outdoor hollow blocks

or milk crates for

building

Teaching team roles:

Mud kitchen

Wheel toys

Teaching team roles:

Closing Meeting/Dismissal

(10 minutes including

transitions: 6 minutes for

Closing Meeting content, 4

minutes to transition in and

out of Closing Meeting)

•

End the day with a closing ritual or song.

• Assist children in packing their belongings and preparing to leave.

29

Culminating Celebration

Culminating Celebrations are an opportunity to reflect on the Exploration with the children, as well as to note and celebrate the growth and learning that has

occurred. A Culminating Celebration should be implemented at the end of each Exploration. Choose one of the options below, or create a personalized

Culminating Celebration that better matches how the Exploration unfolded in your classroom.

Exploration Three Culminating Celebration Suggestions

Option One

Write a Learning Story for each child in the class. Use the story to highlight a

specific learning experience that occurred during this Exploration. Write

what the child did and said, and then add your understanding of the learning

that occurred. Try to capture what the child learned as well as what this tells

you about the child. Wrap up the story by sharing what action you will take

to support the child’s further learning in this area. Read the story to the child

and share it with his/her family as well. See Section X for more information

on Learning Stories.

Option Two

Throughout the Exploration, use photos to capture learning. Take pictures

of children as they engage in various activities throughout the room, gross

motor, and outdoor experiences. Print the pictures and add a short

description about what the child was doing and the process of learning that

occurred. Display the pictures in the classroom at children’s eye level, and

engage in back and forth conversations with them about the pictures.

30

V. Ideas for Learning Centers

Learning Centers advance the Exploration Essential and Focus Questions as well

as the Exploration Outcomes. As you plan your daily schedule and learning

centers, remember that children should engage in play for one-third of the

program day. The suggestions below help develop rich play-based learning

centers that provide opportunities for children to interact with teaching staff,

each other and the materials. Your classroom should include the centers in this

section and each center should be set up so children can be easily supervised and

access the materials they need for their play. The suggested materials are

relatable and fun! This is not an exhaustive list of materials and should be

supplemented by other materials that pique the interest of the class.

While the headings in each center remain the same as Exploration One: Our

Community, and Exploration Two: Our Environment, there are new materials

suggested throughout. Consistent with the other two Explorations, these

materials are open-ended and invite children to engage in discovery.

Are all centers visually appealing? Do they feel inviting? Does the set-up encourage

children to engage in thoughtful exploration of materials?

Take a few minutes to reflect on the way children are using the centers in your

classroom and how you have set up each center. Does each center have an

appropriate amount of materials for children explore? Both too many and too

few items can make it challenging for children to use a center productively. Are

the materials interesting and engaging for the children? Do they align to

Exploration content?

Consider how you organize and display the materials in each center. Are all

centers visually appealing? Do they feel inviting? Does the set-up encourage

children to engage in thoughtful explorations? Is every center well organized?

Are containers and shelves labelled with pictures to assist all children in being

independent in finding and putting away materials?

Additionally, reflect on how you are introducing centers to the children. Briefly

introducing materials to spark interest before center time begins piques interest

and entices children to try a variety of centers. Also, be intentional about where

you spend your time during centers. Tell children where you plan to start center

time and invite them to join you to explore specific materials. It is important to

keep the attention span of young children in mind: even when you include a

variety of carefully organized, thoughtfully introduced and interesting materials

children will likely move between centers quickly and explore many materials in a

short period.

Briefly introducing materials to spark interest before center time begins piques

interest and entices children to try a variety of centers.

You are an essential component of this, and every, Exploration. Through your

guidance, support, reflection, and planning, children’s exploration of centers and

classroom materials will be richer and more meaningful. For each center, you will

find examples of open-ended questions and statements that can provide entry

points to conversations and support children’s learning as they play. These

interactions deepen engagement and inquiry while developing problem solving

and critical thinking skills. Centers also provide opportunities for rich and

meaningful learning across all Head Start Early Learning Outcomes Framework

(ELOF) Domains. In addition to suggested materials for each center, there is also

an area to note how children are exploring materials (observe) and ELOF

standards that relate to what the children may be learning as they use the

suggested materials (connect). This tool also includes space to plan for

supporting children in further developing their knowledge and understandings

(inform practice), and supports your work with your Authentic Assessment

System. An additional copy of this form can be found in Appendix A.

INVITATIONS TO EXPLORE

Invitations to Explore are included in each center. These are opportunities to

connect with your children and help them use the materials in each center to dig

deeper into the big ideas of the Exploration. Implement these activities in the

center during Center Time. Prior to the beginning of Center Time every day,

inform children of the materials to explore as well as the teaching team member

31

who will be supporting learning in the center. When previewing the Invitation to

the class:

• Use exciting language and affect to describe the activity.

• Briefly show one or two of the hands-on-materials that children will explore.

• Link the activity to children’s previous experiences.

• Invite children to participate if they would like.

• Assure children that they will have multiple opportunities to engage in the

center throughout the week.

FAMILY AND COMMUNITY ENGAGEMENT SUGGESTIONS

There is a Family and Community Engagement suggestion in each center. Use

these suggestions as a starting point for developing activities that are accessible

for the families of the children in your program, and help them connect with the

program by sharing their experience and knowledge with the class, as well as

extending learning outside of the classroom. Share activities with families as

indicated in this section. Note the alignment to the Program Quality Standards.

32

Blocks/Construction

“Play is the highest form of research.”

Albert Einstein

IN THIS CENTER, children will likely move from exploring the properties of

blocks to laying them side by side. Three-year-olds may play alone or near other

children. They may begin to create enclosures and start to explore concepts of

sorting, ordering, counting, one to one correspondence, size and shape. Later,

children begin to combine structures and build vertically. Additionally, their

block play may become more social in nature.

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING

• I notice that you ____. What do you think will happen if you ______?

•

Tell me about this. Does it remind you of anything you have seen before?

If yes, where did you see that? What did you think?

• You put this ______ here and this _______ here.

•

What do you want to create? What do you need to make that?

SUGGESTED TEXT: This Hous

e, Once by Deborah Freedman

MATERIALS: UNIT BL

OCKS

•

Wood or plastic in a variety of shapes such as rectangles, squares,

triangles and cylinders

•

Nature blocks

MATERIALS: ACCESSOR

IES

• Road play or washi tape

•

Large spools

• Blank paper

• Plastic cups

• Large corrugated cardboard pieces

• Chalkboard blocks

•

Tape measures or yard sticks

•

Carpet samples

• Drawing and writing instruments

• Dollhouse furniture and people

INVITATION TO EXPLORE

In Mo

nth Two: Invite children to create towers with you. Count the number of

blocks in the tower. State the number and pose the following question: How can

we make our towers grow? What happens when we put one more block on this

PLANNING

OBSERVE: What are children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with ELOF goals?

Goal P-MATH 6. Child understands addition as adding to and understands

subtraction as taking away from.

Goal P-ATL 5. Child demonstrates an increasing ability to control impulses.

What other ELOF goals do these observations support?

INFORM PRACTICE: What a

re my next steps in response to children’s skills

and interests?

33

tower? How many blocks are in the tower now? Did our tower get larger or

smaller? How do you know? Repeat according to children’s interest and ability.

FAMILY AND COMMUNITY ENGAGMENT SUGGESTION

In Month One: Invite families to use blocks or recycled materials to create a

pretend home for a baby animal of their choosing. Encourage them to consider

what things are needed to care for this animal and how they might make these

items with the materials they are using.

PQS 3.1 Capacity Building: Primary Teacher

34

35

Dramatic Play

“Whenever children say, ‘let’s pretend,’ a new landscape of possibilities for learning

is revealed. When children pretend, they try on new feelings, roles and ideas. They

stretch their minds along with their imaginations.”

Curtis and Carter

IN THIS CENTER, children will likely experiment with simple imitation, which

will increase in complexity as they further develop the capacity to observe and

recreate details. They will then explore role-playing and enjoy the opportunity to

express their understanding of the world and recreate their experiences. Young

children typically engage in independent pretend play, and move to playing

alongside others before engaging in increasingly social cooperative play

(Epstein, 2014).

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING:

You are ________. Where else have you seen someone doing that?

You are _________. I remember when we saw _________.

What can we use to ________?

It looks like you are pretending you are a _________. Tell me about ______.

SUGGESTED TEXT: Everywhere Babies by Susan Meyers

PROPS AND MATERIALS

• Baby dolls

• Plants/flowers

• Washcloths

• Hand towels

• Pretend washing machine and dryer and laundry

• Brooms and dust pan and/or mop and bucket

• Materials for creating a garden such as shovels, hoes, rakes, place to

“grow” plants, seed packets and seeds, etc.

• Tools for medical care such as a stethoscope, blood pressure cuff,

thermometer, etc.

• Furniture related to baby care such as cribs, highchairs, strollers,

changing table, etc.

• Materials for baby care such as clothing, blankets and bottles

•

Stuffed animals

• Empty dish soap bottle

• Drying rack for dishes

• Laundry detergent bottle

PLANNING

OBSERVE: What are children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with the ELOF goals?

Goal P-SE 7. Child expresses care and concern toward others.

Goal P-SE 6. Child expresses a broad range of emotions and recognizes these

emotions in self and others.

What other ELOF goals do these observations support?

INFORM PRACTICE: What are my next steps in response to children’s skills

and interests?

• Materials for vehicle care such as vehicles, tools, goggles, spare parts, gas

pump, etc.

• Materials for animal care such as food, dishes, brushes, beds, and toys,

etc.

•

Drawing and writing instruments and various types of paper

DRESS UP

• Costumes and costume related items that connect to Exploration topic

areas such as mechanic coveralls, gardening aprons, medical jackets and

scrubs.

• Various fabric scraps to inspire costume creation

• Various clothing related items such as dresses, dress shirts, suit coats,

aprons, scarves, ties, necklaces, brief case, purses, glasses frames, sun

glasses

FANTASY

• Various items related to fantasy play that connect to children’s lives such as

animal costumes, stuffed animals, crowns, capes and fancy gowns

INVITATION TO EXPLORE

In Month One: Invite children to play with dolls with you. Pose the following

questions: My baby is crying and upset; what do you think is wrong? What can

we do to help and show we care?

FAMILY AND COMMUNITY ENGAGEMENT SUGGESTION

In Month One: Invite families to think about ways they care for each other.

Encourage them to make a picture or use words to create a description and

bring back to school to display or make into a classroom book.

PQS 3.2 Two-Way Communication

36

Art

“It took me four years to paint like Raphael, but a lifetime to paint like a child.”

Pablo Picasso

IN THIS CENTER, children will likely be interested in exploring materials. They

may work quickly, focusing solely on exploration. As they gain physical dexterity,

children will work for longer periods and become more intentional about their

work. As intentionality unfolds, children often decide what they are making after

completion. Children’s art builds in complexity as they are able to hold an

increasing number of characteristics in mind. When children explore a new

medium, the marks they make may appear random as they prioritize possibility

over effect but will become increasingly deliberate as they gain mastery over

materials. As this mastery develops, children will also shift from producing

seemingly unrelated components to more connected elements (Epstein, 2014).

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING

• Tell me about your art.

• You are using __________.

•

When you ______, _______ happened. What do you think would happen

if you ______?

•

I noticed you used _________. Why did you use those (materials, colors)?

• What does this remind you of?

SUGGES

TED TEXT: Egg by Kevin Henkes

DRAWIN

G MATERIALS

• Crayons (variety of sizes and colors)

•

Washable markers (variety of sizes and colors)

• Charcoal pencils

• Conte crayons

• Newsprint

• Watercolor paper

•

Cray-Pas

• Graphite sticks

• Sketch paper

• Blank canvas

PAINTS

• Sidewalk paint

• Tempera paints

•

Window paint (See appendices for recipe)

•

Watercolor paint

• Colored glue

Note:

Children have varying levels of sensitivity to sensory experiences. Do not force children to

touch materials. Invite children to participate and observe their behavior carefully.

Respond to the cues they give you about their readiness to participate.

PLANNING

OBSERVE: What are children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with the ELOF goals?

Goal P-SCI 6. Child analyzes results, draws conclusions, and communicates

results.

Goal P-PMP 3. Child demonstrates increasing control, strength, and

c

oordination of small muscles.

What other ELOF goals do these observations support?

INFORM PRACTICE: What are my next steps in response to children’s skills

and interests?

37

THREE-DIMENSIONAL MATERIALS

• Clay

• Sticks

• Spools of various sizes

• Styrofoam balls

•

Cardboard shapes with notches cut out for building (see appendices for

picture)

•

Tooth picks

• Wire

• Pool noodles cut into slices

• Egg cartons

COL

LAGE MATERIALS

• CDs

•

Dominoes

• Twist ties

• Pretend feathers

•

Rope scraps

• Loose puzzle pieces

•

Origami paper

• Dot stickers

• Marker tops

•

Muffin liners

TOOLS

• Paint brushes of various sizes

•

Makeup brushes and sponges

• Cleaning brushes

• Loofah sponges

• Drying rack or other place for artwork to dry

• Slinky to dip in paint, stretch and let fall onto paper

• Dice to dip in paint and print

• Smocks

•

Child-safe scissors

• Q-tips

•

Scouring sponges

• Toothbrushes

•

Glue sticks or all-purpose glue

• Easel

• Shatterproof mirrors

INVITATION TO EXPLORE

In Mo

nth Three: Cover a table with paper. Provide two colors of paint and various

brushes (or use finger paint). Pose the following question: What do you think will

happen if we mix these colors together as we paint? When finished exploring ask,

“What happened when we mixed the colors together? Have you seen this color

before? If yes, where? If not, where do you think this color might look nice?”

FAMILY AND COMMUNITY ENGAGEMENT SUGGESTION

In Month Three: Encourage families to compare and contrast a baby picture of

their child with how the child looks now, highlighting how the child has changed

since they were a baby. Invite families to refer to the baby picture to create a

38

drawing or use materials they have available to create a representation of the

child when they were a baby. Families who are unable to access a baby picture of

the child can discuss how the child has changed in the past few years and create

an image together without referencing an actual photograph.

PQS 3.1 Capacity Building: Primary Teacher

39

Science/Discovery

“Science is a way of thinking much more than it is a body of knowledge.”

Carl Sagan

IN THIS CENTER, children will likely play with, observe, describe and

c

ategorize materials. As they become comfortable with materials, they will

begin to experiment with new ways to use them and make hypotheses. Initially

these hypotheses may be inaccurate. As children develop they are increasingly

able recognize their misconceptions and begin to adjust their thinking but may

still be satisfied with other misconceptions so long as they support their own

experiences (Epstein, 2014).

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING

• What do you notice about ____?

• How do you know?

• How can you ______?

•

Why do you think ________?

• What else does ________?

• What will happen if ______?

SUGGESTED TEXT: Wake U

p! By Helen Frost

COLLECTIONS OF NATURAL OBJECTS

• Fresh flowers

• Leaves

•

Assorted natural items children bring to the classroom

• Flower petals

• Various fresh herbs

LIVIN

G THINGS

• Plants

• Assorted fruit and vegetable pieces that will grow again

• Assorted seeds to sprout and observe

• Classroom pet

*

Note: Place all living things where children can access and investigate them

or include a plan that allows children to engage with them

NATURE/SCIENCE BOOKS, GAMES OR TOYS

• Sound bottles

• Bubbles

• Small toy animals and natural materials (i.e. leaves, twigs) for

creating habitats

• Texture boxes

• Puzzles

PLANNING

OBSERVE: What are children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with the ELOF goals?

Goal P-MATH 8. Child measures objects by their various attributes using

standard and non-standard measurement. Uses differences in attributes to

make comparisons.

Goal P-SCI 3. Child compares and categorizes observable phenomena.

What othe

r ELOF goals do these observations support?

INFORM PRACTICE: What are my next steps in response to children’s skills

and interests?

40

NATURE/SCIENCE TOOLS

• Magnifying glasses

• Prisms

• Eyedroppers and colored water

• Blank paper

• Color paddles

• Kaleidoscopes

• Flashlights

•

Drawing and writing instruments

• Shatterproof mirrors

• Light table

• Small bowls/containers

• Clipboards

• Color mixing glasses

• Binoculars

• Balance/Scale

INVITA

TION TO EXPLORE

In Month Two: Plant seeds (that begin to grow quickly such as beans) in multiple

containers with children. Discuss what seeds need to grow. Later, when the

seeds begin to grow invite children to discuss and compare the heights of the

plants. Pose the following questions: Which plant is bigger? How do you know?

FAMILY AND COMMUNITY ENGAGEMENT SUGGESTION

In Month Two: Invite families to take a walk and look for things that grow.

Encourage them to draw or take pictures of the things they find. If desired, they

can use these pictures, or use words to create a list of the items they find.

PQS 3.1 Capacity Building: Primary Teacher

41

Toys and Games/Math Manipulatives

“Too often we give children answers to remember rather than problems to solve.”

Roger Lewin

IN THIS CENTER, children will likely be exploring mathematical concepts and

using their imagination as they play with various connectors and manipulatives.

Children may count with separate words, but not necessarily in the right order

and will likely be able to count with some correspondence to 10 before being

able to accurately count up to five objects and answer, “how many?” Children

may also be able to identify typical shapes such as circle, triangle and square and

be exploring the orientation and size of these shapes. They will likely be

engaging in pretend play as they build structures with tabletop blocks and toy

animals or vehicles. Through their work with these materials, they will also be

developing fine motor skills.

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING

• You are __________.

• Let’s count these together.

• Are these the same or different? How do you know?

• I noticed this is _________ and this is ___________. Why did you do that?

•

You put _______ here and _____ here. Why did you choose to put ____

there?

•

How do you know?

• Look at this pattern.

SUGGES

TED TEXT: Ten Tiny Babies by Karen Katz

COUNTING

• Small lids

• Assorted pom poms

•

Ping pong balls

• Acorns

• Counting toys such as plastic animals, insects, people, etc.

• Bottle caps

• Checkers

• Packing peanuts

MEASURING AND COMPARING QUANTITY

• Strings of various lengths

• Rulers

• Buttons

• Connecting cubes

• Tape measure

• Small blocks

PLANNING

OBSERVE: What do I notice children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with the ELOF goals?

Goal P-MATH 2. Child recognizes the number of objects in a small set.

Goal P-Math 4. Child compares numbers.

What other ELOF goals do these observations support?

INFORM PRACTICE: What are my next steps in response to children’s skills

and interests?

42

• Lines of various lengths for measuring (See appendices for picture)

• Twigs and sticks of various sizes

RECOGNIZING SHAPES

• Tangrams

• Pattern blocks

• Outlines of various pattern blocks

• Pattern block templates (see appendices for examples)

• Shape sorter

• Toothpicks

WRITTEN NUMBER

• Dice

• Dry erase markers

• Rocks with numbers 1-10 written on them (one number per rock)

•

Number cards for exploration (see appendices)

• Dot cards for exploration (see appendices)

• White boards

• Ten frame

SMALL BUILDING TOYS AND MANIPULATIVES

• Clothespins and popsicle sticks

• Geoboards and rubber bands

• Connecting toys

• Pinecones and rubber bands (see appendices for picture)

• Tinker trays (see appendices for picture)

• Tabletop blocks

• Links

PUZZLES *Note the difficulty and recommended age listed on each puzzle.

Use

your observations of your children to select an assortment of puzzles that

appropriately challenge the children in your class.

• Individual piece puzzles with and without knobs

• Framed puzzles with interlocking pieces

• Floor puzzles

INVITATION TO EXPLORE

In Month Three: Invite children to explore small counting objects with you. As

children explore, place two or three objects in a line on the table and cover the

objects with a piece of paper. Remove the paper for 2 seconds then put it

back on top of the objects. Pose the following question: How many ___ did

43

you see under the paper? Then say, “Now, I’m going to change the number of

objects under the paper” and repeat the process. Continue as children are

interested.

FAMILY AND COMMUNIT ENGAGEMENT SUGGESTION

In Month One: Encourage families to look for objects they use to take care of

themselves, such as a hairbrush to care for their hair, soap to care for their

bodies, etc. After creating a small collection of objects, encourage families to

count the objects together. If desired they can use pictures or words to create

a numbered list and return it to the classroom.

PQS 3. Capacity-Building: Primary Teacher

44

Sand and Water / Sensory

“The senses, being explorers of the world, open the way to knowledge.”

Maria Montessori

IN THIS CENTER, children will likely engage in exploring the properties of the

pourable materials in the table as well as the materials for scooping and pouring

such as cups, scoops and shovels. Some children may fill containers and dump

them out repeatedly as they explore. Other children may be starting to engage

in pretend play with the materials in the table by using them for cooking or using

smaller toys to develop a play scenario. Some children may find the Sand and

Water/Sensory table materials calming.

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING

•

How does the _____ feel?

• How can you fill _____ with ______?

• Why do you think ________ happens when you pour sand/water in it?

•

What would happen if ______?

SUGGESTED TEXT: Beep Beep, Vroom Vroom! by Stuart J. Murphy

Notes

• Children have varying levels of se

nsitivity to sensory experiences. Do not

force children to touch materials. Invite children to participate and

observe their behavior carefully. Respond to the cues they give you about

their readiness to participate.

• Children should have an experience with sand and water over each two-

week period.

• Make sure there is enough sand/water for children to use purposefully.

• Be mindful of materials. Provide multiples of high-interest tools and toys

so children are not required to share but do not supply so many toys that

the table is too full and children are unable to explore by scooping, pouring

and digging.

POURABLE MATERIALS

• Sand

• Water

PLANNING

OBSERVE: What do I notice children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with the ELOF goals?

Goal P-LC 4. Child understands, follows, and use

s appropriate social and

conversational rules.

Goal P-Math 7. Child understands simple patterns.

W

hat

other ELOF goals do t

hese observations support?

INFORM PRACTICE: What are my next steps in response to children’s

skills and interests?

45

TOOLS AND TOYS

• Seeds

• Sand spinner/water wheel

• Brushes

• Child-safe bubbles

• Blank paper

• Toy animals or fish

• Toy cars of various color and/or type

• Drawing and writing instruments

• Gardening tools such as small rakes, shovels and trowels,

•

Materials for creating animal habitats such as live, dry or

artificial flowers and/or plants, rocks, twigs, etc.

•

Various containers (i.e. buckets, recycled food containers or

water bottles)

• Assorted toy animals of various sizes

•

Spray bottle filled with water

• Soap, washcloths and baby dolls

•

Pots, pans, cooking utensils, washcloths and/or sponges

• Sponges

• Soap pumps

• Ramps

• Ice cubes

• Water beads

INVITA

TION TO EXPLORE

In Month One: Add toy animals or fish and materials for creating natural habitats

to the water or sand in the sensory table. Pose the following question: How can

we use these materials to care for these animals/fish? How is this similar (or

different) than caring for _______?

FAMILY AND COMMUNITY ENGAGEMENT SUGGESTION

In Month One: Encourage families to discuss the ways they use water to care for

themselves and each other. They could look where they live for water related

items such as sinks or bathtubs and then think about how they use these things

to care for themselves and others. If desired, families can use pictures or words

to create a list to return to the classroom.

PQS 3.1 Capacity Building: Primary Teacher

46

Library

“You can find magic wherever you look. Sit back and relax, all you need is a book.”

Dr. Seuss

IN THIS CENTER, children will likely explore the connection between images,

s

ymbols, words, and spoken language. They may be interested in exploring

books and storytelling materials independently, with an adult or a peer. Children

are most likely to enjoy books and stories that match their interests, are active,

engaging and include interesting illustrations. At this age, children may prefer

books with simple texts and clear rhythms. Children may also enjoy reading and

rereading the same book multiple times.

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING

• Tell me about this book.

• This reminds me of _______.

•

What do you think happens in this book?

• This book makes me feel ______. How does it make you feel? Why?

• What do you notice about this picture?

•

What book would you like to read? Why?

BOOKS

• See Section VI Texts for Exploration-related text suggestions

•

Supplement Exploration-related titles with other books from the Master

Book List that support the needs and interests of your children

EXPRESSIVE LANGUAGE MATERIALS

•

Puppets

• Blank paper

• Drawing and writing implements

•

Magnetic surface and magnetic pieces related to books children

especially enjoy and can easily retell

•

Props for children to use in acting out books they especially enjoy

• Stuffed animals

INVITAT

ION TO EXPLORE

In Month Three: After reading, There's a Bear on my Chair by Ross Collins, place

a small chair and a small bear on the chair in the library. Pose the following

question: In this story, the mouse tried very hard to convince the bear to get out

PLANNING

OBSERVE: What do I notice children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with the ELOF goals?

Goal P-LC 3. Child varies the amount of information provided to meet the

demands of the situation.

Goal P-LIT 1. Child demonstrates awareness that spoken language is

c

omposed of smaller segments of sound.

What other ELOF goals do these observations support?

INFORM PRACTICE: What are my next steps in response to children’s skills

and interests?

47

of his chair. He offered him a pear, tried to surprise him, and finally walked

away. What things could we do to change the bear’s mind and convince him to

get off the mouse’s chair? Encourage the children to generate and share

strategies to encourage the bear to change his mind about sitting in the mouse’s

chair.

FAMILY AND COMMUNITY ENGAGEMENT SUGGESTION

In Month Two: Invite families to discuss how their child has grown this year.

Provide prompts to start conversations such as, “When you started school this

year, I helped you zip your coat, now you zip it yourself. That makes me feel

____. How does that make you feel?”

PQS 2. Two-Way Communication

48

Cooking and Mixing

(as needed)

“Children have a real understanding only of that which they invent themselves.”

Jean Piaget

IN THIS CENTER, children will likely explore different foods and mixing

materials. Children will develop fine motor skills as they pour, scoop, and mix,

math skills as they measure ingredients and literacy skills as they follow a recipe

and explore the language of cooking. Cooking and mixing provides an

opportunity for children to use multiple senses and experience ownership as

they make food or materials for the classroom. Additionally, children may be

interested in trying new foods when they engage in the preparation process.

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING

• Let’s look at the recipe.

• What does this look like?

• Why do you think _______ happened when we added the ____?

•

What do you think will happen when ______?

• How does it smell?

• How does it feel?

Notes

•

Be mindful of children’s food intolerances and allergies by connecting with

families before you do cooking activities and explicitly teaching children

how being aware of allergies keeps us safe.

• Children must always wash hands before and after cooking experiences.

• Snacks and meals must be of adequate nutritional value. When providing

snacks and meals, supplement with other components of a healthy

meal/snack according to appropriate meal guidelines in order to meet

children’s nutritional needs.

MIX, MASH AND MAKE

• Fluffy Slime (See appendices for sample recipe)

• Melting Dough (See appendices for sample recipe)

• Make playdough and then allow children to explore what happens when

they add various materials such as water, flour or scented materials such as

peppermint extract. Discuss the changes that occur.

PLANNING

OBSERVE: What do I notice children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with the ELOF goals?

Goal P-PMP 5. Child develops knowledge and skills that help promote

nutritious food choices and eating habits.

Goal P-ATL 2. Child follows classroom rules and routines with increasing

independence.

What other ELOF goals do these observations support?

INFORM PRACTICE: What are my next steps in response to children’s skills

and interests?

49

• Make playdough in several different colors and then allow children to

explore what happens when they mix the colors together. Discuss the

changes that occur.

INVITATION TO EXPLORE

In Month Two: Select a healthy snack to make with children such as a fruit or

vegetable salad. As you cook and eat together, pose the following question:

Why is it important to eat healthy foods?

FAMILY AND COMMUNITY ENGAGEMENT SUGGESTION

In Month Three: Invite families to the classroom to engage in a cooking or

mixing activity such as baking or making playdough. As children and families

work together, encourage them to discuss how the ingredients change

throughout the cooking/mixing process.

PQS 1. Strong Relationships

50

Outdoors / Playground / Gross Motor

“Children were not born to walk. They were born to run- barefoot, over rocks,

through the water, through the mud. We need to give greater appreciation to the

energy and joy of children.”

Bev Boss

CHILDREN MIGHT practice developing control over their movements as they

play outdoors or on the playground, or engage in gross motor play. At the

beginning of this process, children are unable to control or intentionally repeat

movements and require many opportunities for safe exploration and discovery.

As they develop, they are increasingly able to control their movements in

response to their intentions but still need opportunities to practice. Only when

the movements themselves become increasingly routine and eventually

automatic are children ready to engage in formal game play (Epstein, 2014).

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING:

• You’re _________.

• How does it feel outside today?

• I noticed you ______. Tell me about that.

• You are _____. What would happen if ______?

•

What do you see?

SUGGESTED T

EXT: Day and Ni

ght by Robin Nelson

PORTAB

LE MATERIALS

• Planters

• Seeds

•

Magnifying glasses

• Dolls

• Balance scale

• Toy animals

•

Drawing and writing utensils for investigating and note taking

• Outdoor hollow blocks or milk crates for building

•

Animal costumes or fabric pieces for children to make their own

costumes

• Spray bottles, water, sponges, etc. for car wash

• Mud kitchen (See appendices for sample picture)

• Sound exploration stand (See appendices for picture)

• Potting soil

• Measuring tape

• Watering can

• Toy strollers

• Natural materials

PLANNING

OBSERVE: What do I notice children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with the ELOF goals?

Goal P-PMP 1. Child demonstrates control, strength, and coordination of

large muscles.

Goal P-SE 2. Child engages in prosocial and cooperative behavior with adults.

Wha

t o

ther E

LOF goals do these observations support?

INFORM PRACTICE: What are my next steps in response to children’s skills

and interests?

51

PORTABLE LARGE MOTOR EQUIPMENT

• Sports equipment

• Wheel toys

• Tumbling mats

• Balls

• Bean bags

• Parachute

INVITATION TO EXPLORE

In Mont

h One: Invite children to explore various ways they can move, or

exercise, their bodies. For example, invite them to walk slowly, run quickly, and

jump high. Pose the following question: Why is it important to exercise and take

good care of our bodies?

FAMILY AND COMMUNITY ENGAGEMENT SUGGESTION

In Month Three: Invite families to explore how they can change speed as they

move. For example, they may try moving quickly, then change their speed and

move slowly. Families can do this as they travel to and/or from their 3K for All

program, at a park or playground, or anywhere there is space to move.

PQS 3.1: Primary Teacher

52

Writing

“The fire of literacy is created by the emotional sparks between a child, a book and

the person reading.”

Mem Fox

IN THIS CENTER, children will likely use a variety of materials to explore

writing and communication. Let children experiment with making marks on

paper to express ideas as they are ready. Accept all marks children make.

Children typically begin to prewrite using pictures and scribbles. As they

develop, they may begin to make horizontal lines, then letter-like forms and

later make some letters, especially those in their own name.

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING

• I see you are ________.

•

You are making (curvy, zigzag, straight, etc.) lines.

•

I see other (curvy, zigzag, straight, etc.) in our classroom (indicate).

•

Tell me about your work.

SUGG

ESTED TEXT: A Line Can

Be by Laura Ljungkvist

WRIT

ING AND DRAWING MATERIALS

• Crayons

• Thick pencils

• Chalk

• Stationary and envelopes

• Window crayons and window

•

Book making materials such as paper, stapler, etc.

• Markers

• Blank paper

• Chalk boards

• Erasers

• Unused greeting cards

MATERI

ALS TO EXPLORE LETTERS

• Postage stamps

• Addresses of people who the children in the class care about

• Rock letters (See appendices for picture)

•

Labeled pictures of various types of plants or flowers of interest to the

children

• Name card for each child with first name and baby picture

•

Name card for each child with first name and current picture

PLANNING

OBSERVE: What do I notice children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with the ELOF goals?

Goal P-LIT 6. Child writes for a variety of purposes using increasingly

sophisticated marks.

Goal P-LIT 3. Child identifies letters of the alphabet and produces correct

sounds associated with letters.

What othe

r ELOF goals do these observations support?

INFORM PRACTICE: What are my next steps in response to children’s skills

and interests?

53

INVITATION TO EXPLORE

In Month One: Invite children to explore drawing/writing tools and paper or

stationery and envelopes with you. Pose the following question: How could we

use these materials to create something for someone you care about? If children

suggest writing letters or messages to people, use dictation to record their

messages.

FAMILY AND COMMUNITY ENGAGEMENT SUGGESTION

In Month Three: Invite families to experiment with drawing lines and see how

they can make them change. For example, they could start with a straight line,

and then change it to a zigzag or curvy line. They could also experiment with

changing writing instrument, or the amount of pressure used on the writing

instrument to change the lines.

PQS 3. Capacity-Building: Primary Teacher

54

Music and Movement

“Music gives a soul to the universe, wings to the mind, flight to the imagination

and life to everything.”

Plato

CHILDREN MIGHT enjoy exploring sounds and the qualities and capabilities of

t

heir own voices as well as simple instruments. They enjoy experimenting with

pitch, volume and the possibility of using their voices to convey emotion.

Children may also be developing the dexterity to use simple instruments and

enjoy using them for the simple purpose of making musical sounds. Children

may also enjoy engaging in creative movements with one or two components.

This type of movement provides an opportunity to use their bodies to represent

their observations and experiences (Epstein, 2014).

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING

• I see you moving like this.

•

How does this music make you feel?

• Do you want to try ______?

•

I heard/saw you ________.

SUGGESTED TEXT: Music Is… by Brandon Stosuy

Notes

• At min

imum, there should always be enough instruments available for at

least half the children in the class.

• Three-year-olds do not need independent access to the classroom

li

stening device.

INSTRUMENTS

•

Wrist bells

• Buckets

• Blank paper

•

Drawing and writing instruments

• Finger cymbals

• Castanets

• Pots and pans

PLANNING

OBSERVE: What do I notice children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing

and align with the ELOF goals?

Goal P-SCI 4. Child asks a question, gathers information, and makes

predictions.

Goal P-ATL 9. Child demonstrates flexibility in thinking and behavior.

What other

ELOF goals do these observations support?

INFORM PRACTICE: What are my next steps in response to children’s skills

and interests?

55

LISTENING

• Device for playing music such as stereo/boom box

DANCE PROPS

• Microphones

• Yoga mats (if space permits in center)

• Movement cube (if space permits in center) (See appendices for picture)

•

Disco ball

INVITATION TO EXPLORE

In Month Three: Supply a collection of pots, pans and buckets. Pose the

following question: How can we change these materials into musical

instruments?

FAMILY AND COMMUNITY ENGAGEMENT

In Month Two: Invite families to share some of the songs they sang or played for

their child when they were a baby. Encourage them to think about songs the

child likes now that they are older and music the adults in their families enjoy. If

desired, families can share some of the songs they sang or played for their child

when s/he was a baby with the class. To share songs or music, families could

share a recording with the teacher, send a link to a song, write down the lyrics

and send to the classroom, or come in and sing, if schedules permit.

PQS 3.1 Capacity Building: Primary Teacher

56

Computer/Technology

(if desired)

“We want children to feel confident, excited and eager to play, explore and learn as

they interact with technology.”

Chip Donahue

IN THIS CENTER, children will likely enjoy exploring how to use computers and

ot

her electronic devices. Most electronic content requires the ability to make

meaning from images and symbols so the capability to symbolize is an

important precursor to successful electronic play. Children may also be curious

about using technology as a research tool to learn about concepts and answer

questions.

QUESTIONS AND STATEMENTS TO SUPPORT LEARNING:

• What do we already know? What do we need to research?

• What do you think?

• I see ______. What do you notice?

Notes:

• Content should be free of product placement/advertising.

• Children are not to use computers or other devices with screens more than 15

mi

nutes per day, with a maximum of 30 minutes per week. Exceptions to this

limit may be made for children with disabilities who require assistive computer

technology as outlined in their Individualized Education Program (IEP).

• Prescreen materials to make sure they are appropriate for children and not

fri

ghtening or explicit.

• Do not use personal devices and ensure that you have signed permission

be

fore taking photographs of children.

MATERIALS

• Computer, tablet and/or other devices

• Headphones

PLANNING

OBSERVE: What do I notice children doing/saying in this center?

ANALYZE: How do my observations link to skills that children are

developing and align with the ELOF goals?

Goal P-SCI 6. Child analyzes results, draws conclusions, and communicates

results.

Goal P-SCI 1. Child observes and describes observable phenomena (objects,

ma

terials, organisms, and events).

What other ELOF goals do these observations support?

INFORM PRACTICE: What are my next steps in response to children’s skills

and interests?

57

INVITATION TO EXPLORE

In Month Two: Plant seeds with the children and invite them to use a camera to

take pictures of them periodically as the seeds begin to grow. Print the pictures

and display them in the classroom. Later, after the seeds have begun to grow,

pose the following question: What do you notice about these pictures?

FAMILY AND COMMUNITY ENGAGEMENT

In Month Two: Encourage families to think about things that grow and use an

internet search engine to learn more about how a specific object grows. They

might choose to research something that interests them or something the class

is studying. For example, a family might research how a plant or specific type of

animal grows. Families who do not have access to the internet can visit a library,

or use a classroom computer to do this activity together.

PQS 3.1 Capacity Building: Primary Teacher

58

VI. Suggested Texts

Books are essential to a well-planned unit and

ground the learning experiences for children. Books

can be incorporated throughout the room and

enhance children’s learning through play. Use a

variety of methods to engage children with books

throughout the day. Engage children in small and

large group read alouds and make connections to

children’s classroom and home experiences.

Support children in referencing books to gather

information and explore new ideas. Keep children’s

attention spans in mind when selecting books to use

with three-year-olds and remember they may only

be able to engage with books for short periods. If

children lose interest in a book or read aloud, move

on to another activity.

The books suggested in this section compliment the

Essential and Focus Questions and help children

develop a deeper understanding of the Exploration.

Not only can these books be read aloud both

formally and informally, but children should also be

able to access and read these books on their own.

Allowing children access to classroom books

encourages children to display emergent reading

behaviors.

The following list is not exhaustive and can be

supplemented by similar books or other books that

are relevant to the classroom needs and interests. In

addition to the books on this list, children should

have access to other books such as books from the

Exploration Master Book List. Be sure to include a

variety of book types (fantasy, factual information,

stories about people, animals, and nature/science as

well as books that reflect different cultures and

abilities). Rotate classroom books according to

children’s interests and needs as you move through

each part of the Exploration.

Multiple Reads

When you have a text that draws the interest of the

children in your class, consider one or more of the

following techniques for reading the book multiple

times to extend children's thinking:

• Take a "picture walk" through the book the first

time you read it by just showing the pictures

and asking the children what they see and what

they think the book is about.

• Consider reading the book once without

pausing so that children hear the cadence of the

words and hear the story in its entirety.

• Preview or review texts or parts of texts

(particularly vocabulary) for children who need

additional language or learning support.

• Model skills readers use to gain greater

understanding of content by thinking aloud

about the meaning of a word in context or

drawing a conclusion based on prior knowledge.

• Ask children to make predictions based on what

they know so far and ask them to explain their

thinking.

• Write down and post children’s responses to

questions with more than one possible answer.

• Pause throughout the book and ask children to

share a new word or idea they heard and explain

it using familiar words or contexts.

• Invite children to make connections between

the book and their own life experiences as well

as classroom experiences.

• Brainstorm potential solutions to a problem a

character might be facing.

• Ask children what the character could do

differently or ask them what they might do if

they were in the place of the main character.

• As children become more familiar with the story

or information, use this as the beginning of

extension activities such as acting out a story,

painting or drawing something inspired by the

text, or creating puppet shows.

Extensions

As children are ready, consider the following:

• Compare and contrast books with similar

content, themes or structures.

• As the book becomes familiar to the children,

ask for volunteers to "read" it to you or small

groups of children, letting them describe the

pictures and the story in their own words.

59

Suggested Texts for Read Alouds

Care

Grow

Change

Hands Say Love by George Shannon: Hands

touch, hold and hug. Hands feed, give and share.

Hands create, mend and heal. Hands say love!

Oonga Boonga by Frieda Wishinsky: A brother

has just the right touch when it comes to making

his baby sister stop crying.

Please, Baby Please by Spike Lee and Tonya

Lewis Lee: A behind the scenes look at the chills,

spills and thrills of bringing up baby.

*Safe in a Storm by Stephen Swinburne: No

matter how loud the storm rumbles, next to their

mothers the baby animals are able to let go of

their fears and fall asleep.

Strictly No Elephants by Lisa Mantchev: The Pet

Club does not understand that pets come in all

shapes and sizes, just like friends. A boy and his

tiny pet elephant show what it means to be a true

friend.

The One Day House by Julia Durango: Wilson

dreams of all the ways he can help improve his

friend Gigi’s house so that she’ll be warm,

comfortable and happy.

The Pigeon Needs a Bath! by Mo Willems: The

pigeon really needs a bath but he’s not so sure

about that.

Anywhere Farm by Phyllis Root: Almost

anywhere can be turned into a home for green,

growing things.

A Book of Babies by Il Sung Na: Travel with the

curious duck and visit babies around the world on

their very first day of life.

I Can Do It Myself by Stephen Krensky: This book

celebrates the feats of growing out of babyhood

and starting to embrace the world on your own

terms.

Little Gorilla by Ruth Bornstein: Everyone in the

jungle loves little gorilla.

Little Humans by Brandon Stanton: Little

humans are helpful and playful, friendly and

loving, flexible and resourceful, and growing

bigger each day!

Pouch by David Ezra Stein: Joey wants to go

exploring but he’s not quite sure he’s ready to

leave mama’s safe, warm pouch.

The Importance of Being Three by Lindsay Ward:

All the best things come is threes!

Wake up! by Helen Frost: Come out and explore

all the new life just outside the door.

Hooray for Hat! by Brian Won: Elephant wakes

up grumpy- until ding, dong! What’s in the

surprise box at the front door?

I Wrote You a Note by Lizi Boyd: Follow a note on

an unexpected journey full of changes.

Llama Llama Mad at Mama by Anna Dewdney:

Mama is too busy to notice that Llama Llama is

getting mad. Before he knows it, he is having a

tantrum!

Places to Be by Mac Barnett: We have so many

places to be! Places to be loud, lovely, scared, and

jubilant.

Shapes at Play by Silvia Borando: Meet the red

triangles, the yellow squares, and the blue circles,

who have a great idea for a game.

The Goodbye Book by Todd Parr: A story about

saying goodbye that touches upon the host of

emotions children experience.

What To Do With a Box by Jane Yolen: If you give

a child a box, who can tell what will happen next?

60

Suggested Texts for Learning Centers

These books align with Exploration content and match themes or ideas children

may explore in Learning Centers. They are a combination of literary and

informational texts that children may enjoy using independently, with a teacher

or a small group of children. Display these books in the Learning Center listed

here and allow children to use these books in their play.

.

*Book

s with an asterisk are also available in languages other than English

B

locks/Construction This House, Once by Deborah Freedman

Dramatic Play *Everywhere Babies by Susan Meye

rs

A

rt Egg by Kevin Henkes

Science/Discovery Wake Up! by Helen Frost

Toys and Games/Math

Manipulatives

Ten Tiny Babies by Karen Katz

Sand and Water/Sensory Beep Beep, Vroom Vroom! by Stuart J.

Murphy

Outdoors/Playground/Gross

Motor

*Day and Night by Robin Nelso

n

Writing A Line Can Be by Laura Ljungkvist

Music and Movement Music Is… by Brandon Stosuy

61

VII. Inquiry and Critical Thinking Questions for Texts

Critical thinking skills are foundational to learning and

educational success.

These questions are based on Webb’s Depth of

Knowledge Wheel

1

http://schools.nyc.gov/NR/rdonlyres/522E69CC-02E3-

4871-BC48-BB575AA49E27/0/WebbsDOK.pdf

, which provides a vocabulary and

critical thinking frame of reference when thinking

about our children and how they engage with

Exploration content.

Re-read suggested texts throughout the Exploration,

s

tarting with questions at the beginning of the list, and

adding more complex questions as children are ready.

Anywhere Farm by Phyllis

Root

Goal P-SCI 4. Child asks a question, gathers information,

and makes predictions

There is a lot

of information in this book about what a

plant needs in order to grow. What are some of these

things?

Plants grow from seeds. What do you know about

s

eeds?

I am curious about the plants you see on your way to 3

K

. Tell me about the trees you see near 3-K or where

you live.

-

A Book of Babies by Il Sung Na

Goal P-LIT 5. Child asks and answers questions about a

book that was read aloud.

This book tells us about many different ways animals

c

arry their babies. What are some of the ways animals

carry their babies?

What are some ways that people carry babies?

Does anyone carry you? How do they carry you? How

d

o you feel about being carried?

Hands Say Love by George Shannon

G

oal P-LC 4. Child understands, follows, and uses

appropriate social and conversational rules.

This book talks about the things people can do with

th

eir hands to show they care. What are some of the

things the people in this book do to care for each

other?

Remember when the big child was helping the little

ch

ild? Have you ever helped someone smaller than

you? What did you do to help?

An adult in this book gives a hug to a child who was

f

eeling sad. What else can we do to help people when

they feel sad?

Hooray for Hat! By Brian Won

Goal P-SE 7. Child expresses care and concern towards

others.

How did el

ephant feel at the beginning of the book?

How did he feel at the end?

When elephant and the other animals were grumpy,

what made them feel better?

When you are grumpy, what are some things that

m

ake you feel better?

I Can Do It Myself by

Stephen Krensky

Goal P-ATL 10. Child demonstrates initiative and

independence.

The girl in th

is book does a lot of things to care for

herself. What are some of the things the girl does?

Do you do any of these same things to take care of

y

ourself? What are some of the things you do?

How does the girl in this book feel about being able to

dress herself? How do you feel when you do things by

yourself?

1

62

I Wrote You a Note by Lizi Boyd

Goal P-ATL. 13 Child uses imagination in play and

interactions with others.

What happened to the note the girl wrote for her

friend?

What did the turtle do with the note? What about the

squirrel? What about the mouse?

The animals did many different things with the note.

Which one do you like best? Why?

Little Humans by Br

andon Stanton

Goal P-SE 10. Child expresses confidence in own skills

and positive feelings of self.

What a

re some of the things the little humans in this

book can do?

What are some of the things the little humans in this

book need?

What are some things you can do?

Little Gorilla by R

uth Bornstein

Goal P-SE 6. Child expresses a broad range of emotions

and recognizes these emotions in self and others.

Who love

d little gorilla?

How did the animals show little gorilla they love and

care for him?

Who do you love? What do you do to show _____ you

love him/her?

Llama Llama Mad at Mama by Anna D

ewdney

Goal P-ATL 4. Child manages actions, words, and

behavior with increasing independence.

Why d

id Llama Llama get mad at mama?

What did Llama Llama do when he got mad at mama?

How did mama help Llama Llama feel better when he

got mad? What are some things that make you feel

better when you get mad?

Oonga Boonga by Fri

eda Wishinsky

Goal P-SE 10. Child expresses confidence in own skills

and positive feelings about self.

Who t

ried to make baby Louise feel better?

Who helped baby Louise stop crying?

Daniel was very good at taking care of Louise, making

her feel better, and stop crying. What are some things

you do very well?

Places to Be by M

ac Barnett

Goal P-SE 8. Child manages emotions with increasing

independence.

What

are some of the places the bear had to be?

The bears were happy when they were playing outside.

What are some things that make you happy?

The bears sat on a bench when they were mad. Why do

you think the bears were mad?

What things make you mad? What are some things

you can do when you are mad?

Please, Baby Please by S

pike Lee and Tonya Lewis Lee

Goal P-LIT 5. Child asks and answers questions about a

book that is read aloud.

This

book is about how adults care for a baby or young

child. What are some of the things the adults do to care

for the baby?

Do your grown-ups ever ask you to do some of the

things we saw in the book? Which ones? What are

some of the other things your grown-ups ask you to

do?

The baby looks really mad when the adult says it is

time to go home. Sometimes we have different ideas

than the people who take care of us. Can you think of a

time when someone who was taking care of you

wanted you to do something you didn’t want to do?

How did that make you feel?

Pouch by David Ezra Stein

Goa

l P-SE 8. Child manages emotions with increasing

independence.

How di

d Joey feel when he met the bee, rabbit and

bird?

How do you think Joey felt when he was in his mom’s

pouch? Why?

How did Joey feel when he met the other kangaroo?

Have you ever felt ________? What did you do when

you felt ______?

63

Safe in a Storm by Stephen Swinburne

Goal P-PMP 4. Child demonstrates personal hygiene and

self-care skills.

What are some of the things the animals in this book

do to care for themselves during a storm?

Animals have fur and skin that helps their bodies stay

warm and dry when the weather is cold and wet. What

are some things that people can use to care for their

bodies when it is cold or rainy?

This book is about staying safe in a storm. Let’s think

about some other types of weather. What do you do to

take care of your body when it is really hot outside?

What about when it is really sunny?

Shapes at Play by S

ilvia Borando

Goal P-MATH 9. Child identifies, describes, compares

and composes, shapes.

What

shapes did you see in this book?

What shape did the little triangles build? What shape

did the little squares build?

The shapes in this book worked together to make a

picture, then rearranged to make another picture.

What were some of the pictures the shapes made?

What could you build with little circles? What could you

build with other shapes?

Strictly No Elephants by Li

sa Mantchev

Goal P-SE 7. Child expresses care and concern toward

others.

How do you think the boy and his elephant felt when

they were not able to go to pet club?

Why d

id the boy with the pet elephant and the girl with

the pet skunk start their own pet club in the park?

Who was invited to the pet club in the park?

Why was it a good idea to start a pet club in the park?

The Goodbye Book by

Todd Parr

Goal P-SE 9. Child recognizes self as a unique individual

having own abilities, characteristics, emotions, and

interests.

In th

is book there are many feelings people might feel

when they say goodbye. What are some of those

feelings?

Sometimes saying goodbye is really hard. Sometimes

saying goodbye is easy. Will you tell me about a time

when you said a hard goodbye or an easy goodbye?

We are getting ready to say goodbye to our 3-K class.

What are some of the things you will remember about

our class?

The Importance of Being Three by Lindsay Ward

Goal

P-Math 5. Child associates a quantity with written

numerals up to 5 and begins to write numbers.

How m

any friends are in this book?

Besides the three friends, there are many other threes

in this book too. There are many groups of three

objects. Can you find some groups of threes?

The number three is written many times in this book.

Can you find some number threes?

Some of you are three now, and some of you were

three not too long ago because you just turned four.

You are all growing and getting bigger. What do you

think is best about being three?

The One Day Hous

e by Julia Durango

Goal P-SE 7. Child expresses care and concern toward

others.

Wilson ca

res about Gigi and wants to help fix her house

because it needs some repairs. What are some of the

things Wilson wants to do?

Think about the people in your life. What are some of

the things they do to take care of you?

Do you ever help take care of other people? What are

some things you do to take care of other people?

64

The Pigeon Needs a Bath! by Mo Willems

Goal P-PMP 4. Child demonstrates personal hygiene and

self-care skills.

Why did the pigeon need to take a bath?

At the beginning of the book the pigeon did not want

to

take a bath. What happened at the end of the book?

Why is it important to wash your hands and keep your

body clean?

Wake Up! By

Helen Frost

Goal P-SCI 1. Child observes and describes observable

phenomena (objects, materials, organisms, and events).

Thin

k about what we read in this book, which animal

did we see that grows in an egg?

This book talks about many different things that

ch

ange when the season changes from winter to

spring. What types of things change between winter

and spring? Does anything grow? What things?

Animals get bigger and bigger and so do you! In this

b

ook, the bird grows too big to fit into the egg. What

are some of the ways you are growing?

What To Do With a Box b

y Jane Yolen

Goal P-ATL 13. Child uses imagination in play and

Interactions with others.

What are some things they did with the box in this

story?

How can you turn a box into something different?

What are some things you might like to do with a box?

65

VIII. Weekly Planning Template

On the following pages, you will find a Weekly Planning Template. Young children thrive on consistent routine and a daily schedule should be implemented. Use the

information included in this Exploration to create detailed weekly plans for each focus topic. Plans should reflect individual schedules, the children’s interests as well as

children and families’ needs, program context, etc. Additional Weekly Planning Templates can be found on the NYC DOE InfoHub.

EXPLORATION WEEKLY PLAN

Exploration:

Essential Question:

Month:

Focus Area:

Week:

Weekly Focus Area:

Room:

Monday

Tuesday

Wednesday

Thursday

Friday

Greeting Routine (20 minutes)

• Help children and families feel welcome by greeting everyone by nam

e.

• Su

pport children as they engage in arrival routines by using step-by-step dir

ections (i.e. put belongings away, mark

t

hemselves as present on the attendance chart, wash hands)

.

•

Consider designating one teaching team member to greet child

ren and another to support children as they engage in

arrival activities/breakfas

t.

G

reeter: Greeter: Greeter: Gre

eter: Greeter:

Arrival Activities:

Arrival Activities: Arrival Activities:

Breakfast/Activity

Support:

Breakfast/Activity

Support:

Breakfast/Activity

Support:

Breakfast/Activity

Support:

Br

eakfast/Activity

Support:

Large Group Exploration

(10 minutes including

transitions: 6 minutes for

Large Group content, 4

minutes to transition in and out

of Large Group)

• Greeting song/chant: Select a greeting song/chant to welcome each child and build community.

• Da

ily schedule: Use a picture schedule to briefly review the day. Highlight changes or special events.

• In

troduce Centers: Show sample materials children may choose to play with in each center.

• Tel

l the children where each member of the teaching team will start playing when Center Time begins and what materials

they will be exploring. Invite children to join if they would like.

• Tra

nsition to Centers: Use an activity, song, rhyme or finger play to keep children engaged, minimize wait time and

stagger the transition as they make choices about where to play.

Gr

eeting song/chant: Gre

eting song/chant: Gre

eting song/chant: Greeting song/chant:

Greeting song/chant:

Materials to introduce:

Materials to introduce: Materials to introduce: Materials to introduce: Materials to introduce:

Transition Activity:

Centers

(70 minutes)

• See Section V Ideas for Le

arning Centers for materials to consider including in each center.

• Select materials that best meet the interests and needs of the children in your class.

• Ro

tate materials regularly.

Implement at least one INVITATION TO EXPLORE each week.

Center:

Materials:

Invitation:

Teacher:

67

Monday Tuesday Wednesday Thursday Friday

The following centers should be

available during center time:

*

Materials to highlight each day:

*Note, children should also be able to explore other materials in each center per their own interests and needs.

Blocks/Construction (page 33)

Dramatic Play (page 35)

Art (page 37)

Science/Discovery (page 40)

Toys and Games/Math

Manipulatives (page 42)

Sand and Water/Sensory

(page 45)

Library (page 47)

Cooking and Mixing

(as needed, page 49)

Writing (page 53)

Music and Movement

(page 55)

Computers/Technology

(page 57)

Clean-Up/Handwashing

(10 minutes)

•

To help create a smooth transition, give children advance notice before the transition occurs.

• Five minutes before the end of Center Time prepare children with an indicator (song, bell, etc.).

• U

se a consistent indicator before each clean up

.

• So

me chi

ldren may need extra support preparing for this transition

.

• C

onsider designating one teaching team member to support with clean up and another to begin the handwashing process

.

F

amily Style

Lunch/T

oileting/Handwashing

While sitting for family style meals, c

onsider:

• Reflecting on the procedures for preparing to eat lunch

.

• D

iscussing how childr

en clean up their meals and eating area when they are finished.

68

(40 minutes)

•

Reminding children of what is coming next, especially toward the end of the meal.

•

Designating one teaching team member to support children who are still eating and another to begin the toiletin

g and

h

andwashing procedures as children begin to finish their lunches

.

Nap/Rest Time

(60 minutes)

•

To support the transition to nap/rest time place children’s cots or mats in a consistent location.

• R

emain flexible to adjusting according to individual c

hildren’s needs.

Story Time

(10 minutes including

transitions: 6 minutes for

Story, 4 minutes to transition

in and out of group)

•

See Section VI Texts for suggested Read Aloud Texts.

•

Select texts that meet the interests and needs of your children.

• Review

Section VII Inquiry and Critical Thinking Questions for Texts for questions to enhance the read aloud experienc

e

a

nd support the development of critical thinking skills

.

•

Introduce Centers: Briefly remind the children of the materials available in centers

.

• Tell the children where each member of the teaching team will start playing when Center Time begins and what materials

s

/he will be exploring. Invite children to join if they would like

.

• Transition to Centers: Use an activity, song, rhyme or finger play to keep children engaged, minimize wait time, and

stagger the transition as they make choices about where to play

.

Book: Book: Book: Book:

Book:

Transition Activity:

Cent

ers (70 minutes)

The following centers should be

available during center time:

• Block

s/Constructio

n

• D

ramatic

Pl

ay

• A

r

t

• S

cience/Discover

y

• Toys and Games/Math

Ma

nipulativ

es

•

Reflect on the materials used in the morning and determine whether changes should be made

•

Remind the children about what materials were available this morning

.

•

See Se

ction V Ideas for Learning Centers for materials to consider, if necessary

.

*

Materials to highlight each

day:

*Note, children should also be able to explore other materials in each center per their own interests and needs.

Materials:

69

• Sand and

Water/Sensory

• Li

brary

• Co

oking and Mixing (as

needed)

• Wr

iting

• Music and Movement

•

Computers/Technology

Clean-up/Handwashing/Snack

(20 minutes)

See guidance above for tips and suggestions.

Outdoors (60 minutes)

(page 52)

See Section V Ideas for Learning Centers

Materials: Materials: Materials: Materials: Materials:

Teaching team roles:

T

eaching team roles:

Teach

ing team

roles:

Closing Meeting/Dismissal

(10 minutes including

transitions: 6 minutes for

Closing Meeting content, 4

minutes to transition in and out

of Closing Meeting)

•

End the day with a closing ritual or song.

• Assist children in packing their belongings and preparing to leave.

70

IX. Documenting Learning

Capturing the learning that occurs every day in an early childhood classroom is an important piece of authentic assessment and high quality instruction.

Documenting this learning and making it visible can be a helpful way to share and connect with children, families, and other program stakeholders.

Documenting provides an opportunity to highlight what children are saying and doing, what they do well, as well as their specific feelings, interests,

and insights. Looking at a collection of documentation over time demonstrates how children have practiced skills, and highlights how learning has

developed. Additionally, when documentation is displayed at children’s eye level, children can review and reflect on their learning themselves which

can be motivating and spark further learning.

When learning is displayed in the classroom all displays should:

• Be posted at children’s eye lev

el

• Depict authentic learning experiences

•

Include evidence of children’s learnin

g

•

Align to children’s interests and current classroom studie

s

•

Vary according to children’s abilitie

s

D

etermining how to capture and display evidence of active, play-based learning can be challenging. In Explorations, teaching teams are encouraged to

use photos, observation notes, learning stories (see Exploration Three: Our Impact), and the Explorations Documentation Template below (see

Section X Appendices for a blank copy) to document learning. This template can be completed by teaching staff and displayed to document authentic

learning experiences. Examples of how this template has been used to document learning can be found on the following pages.

71

Explorations Documentation Template

Picture (optional)

Child: Talise

Date:

4/7

When and Where:

Centers (Cooking and Mixing)

ELOF Standard(s):

Goal P-MATH 3. Child understands the relationship between

numbers and quantities.

Link to Authentic Assessment Systems:

WSS: P3 III.B.1. Shows interest in counting

TSG

: 20: Uses number concepts and operations

COR: S: Number and counting

Observation Notes:

(What the child did and said)

Talise made a playdough cake for her sister’s birthday. She

said she wanted to make a cake to take care of her sister. She

said, “I put six candles on the cake because T’nya is 6!”

72

Explorations Documentation Template

Picture (optional)

Child: Rony

Date:

5/21

When and Where:

Centers (Science)

ELOF Standard(s):

Goal P-SCI.2. Child engages in scientific talk.

Link to Authentic Assessment Systems:

WSS: P3 IV.A.4. Communicates experiences, observations, and

ideas with others through conversations, representations and/or

behaviors

TSG: 24: Uses scientific inquiry skills

COR: DD: Natural and physical world

Observation Notes:

(What the child did and said)

As Rony watered the plants in science he sang, “Plants need

water, plants need light.”

73

Explorations Documentation Template

Picture (optional)

Child:

Arza

Date:

6/14

When and Where:

Arrival activities

ELOF Standard(s):

Goal P-SCI.1. Child observes and describes observable

phenomena (objects, materials, organisms, and events).

Link to Authentic Assessment Systems:

WSS: P3 IV.B.1. Explore the properties of objects and materials

and how they change

TSG: 24: Uses scientific inquiry skills

COR: CC: Experimenting, predicting, and drawing conclusions

Observation Notes:

(What the child did and said)

Arza chose to play with clay at arrival this morning. She noted

that the clay she played with yesterday was hard. She said,

“Hey! It changed! First it was mushy, now it’s hard. Will this

clay be hard tomorrow, too?”

74

_________________________________________

X. Supporting Resources

Teacher Texts

Big Questions for Young Minds: Extending

Children’s Thinking by Janis Strasser & Lisa

Murson Bresson

Spotlight on Young Children: Social and

E

motional Development by Rossella Procopio &

Holly Bohart

Anti-Bias Education for Young Children and

O

urselves by Julie Olsen Edwards & Louise

Derman-Sparks

Expressing Creativity in Preschool by Editors of

T

YC

The Developing Brain: Birth to Age Eight by

Marilee B. Sprenger

Teacher Websites

Safe Horizon:

www.safehorizon.org

Think Babies:

www.thinkbabies.org

National Center for Children in Poverty:

www.nccp.org

NAEYC Learning Stories:

https://www.naeyc.org/resources/pubs/tyc/d

ec20

16/learning-stories

Music: Songs, Rhymes and Finger

Plays with Lyrics

These are common preschool songs sung by

teachers throughout New York City and the

world. Where possible, tunes and lyrics are

included. If you don’t know the tune, you can

make one up that works for you or chant the

words to a beat.

Disclaimer: the lyrics provided are only for use by

classroom teachers and are provided for the

specific non-profit educational purpose of

supporting interdisciplinary learning in your

classroom.

Whenever possible, add movements or motions

to the songs to encourage engagement and

support learning.

This is the Way We Say Hello

This is the way we say hello,

Say hello,

Say hello.

This is the way we say hello,

So early in the morning.

To the tune of Here We go Round the Mulberry

Bush

Hi There!

Hi there! We’re so glad you’re here!

Stand up,

T

urn around,

And give a little cheer!

Say Hello

Say hello,

Say hello and how are you?

I’m fantastic,

I’

m terrific,

I’m so glad you’re here today!

How Do You Do, Kangaroo?

How do you do, kangaroo?

I’m fine, porcupine

Look at that, Mr. Cat

_______ is here today!

75

_________________________________________

Mary, Mary Quite Contrary

Mary, Mary, quite contrary,

How does your garden grow?

With silver bells, and cockle shells,

And pretty maids all in a row.

This is the Way

This is the way we wash our face,

Wash our face,

This is the way we wash our face,

To take care of our body.

This is the way we wash our hair,

Wash our hair,

This is the way we wash our hair,

To take care of our body.

This is the way we brush our teeth,

Brush our teeth,

This is the way we brush our teeth,

To take care of our body.

Repeat with other self-care motions and routines.

Farmer Plants a Seed

The farmer plants a seed,

Hi, ho, the derry-o,

The farmer plants a seed.

The rain begins to fall,

Hi, ho the derry-o,

The rain begins to fall.

The sun begins to shine,

Hi, ho the derry-o,

The sun begins to shine.

The plant begins to grow,

Hi, ho the derry-o,

The plant begins to grow.

I am Growing

I am growing, I am growing

Big and tall, big and tall

Getting even bigger,

Getting even smarter,

Watch me go! Watch me go!

Getting Smarter

I am quickly getting smarter

1,2,3,4,5,6, Switch!

Smarter getting quickly am I

6, 5, 4, 3, 2,1, Switch!

Repeat

Wiggle!

We’re gonna stomp, stomp, stomp our feet,

We’re gonna clap, clap, clap our hands,

We’re gonna flap, flap, flap our knees,

We’re gonna wiggle around all over!

Repeat with other movements and body parts

We Are

We are walking, walking, walking,

Now we stop.

We are jumping, jumping, jumping,

Now we stop.

Repeat with other movements

76

Music: Song, Rhyme and Finger Play Titles

Apples and Bananas

BINGO

Five Little Monkeys Jumping on the Bed

Garden Song

If You’re Happy and You Know It

I Wonder if I’m Growing

Mr. Golden Sun

Oats, Peas, Beans and Barley Grow

The Ants Go Marching

Where is Thumbkin?

The Ants Go Marching

Clean-O

77

XI. Appendices

Appendix A: Learning Stories

Learning Stories are a powerful way to document, personalize and share the learning that occurs in early childhood classrooms. Written by teachers, to

children, Learning Stories narrate specific learning experiences that children have had. In Learning Stories, teachers capture a moment and the subsequent

learning, and write it down in story format. Learning Stories provide an opportunity for teachers to highlight children’s strengths, discoveries, and enthusiasm

for learning.

How to Create a Learning Story:

1. After observing a specific child engaged in an authentic learning activity, write a narrative description about what the child said and did. Add

thoughts about what the child learned.

2. Share the story with the child. Listen to their feedback and reflect on their thoughts.

3. Consider how to support further learning in this area. Add a description of next steps and how this will support further growth and learning in this

domain for the child.

4. Share the story with the child’s family, and encourage them to share their feedback on the story as well. They may want to add a note about how the

story made them feel or celebrate the learning that occurred and return it to school, or they may prefer to keep it at home. Consider making two

copies of the story; one for the classroom and one for the family to keep.

There are many benefits to using Learning Stories in early childhood classrooms. They help teachers connect authentic activities to learning outcomes and

support children in understanding their active role in learning through exploration and play. They also provide an opportunity for teachers to share how much

they value children and families. In sharing learning stories with families, teachers offer a window into children’s school experiences that can spark

conversations not just between teachers and families, but between children and families as well. Additionally, they may spark ideas for families about how

they can connect children’s experiences at school with their lives outside of the classroom.

See Section X for links to more information on Learning Stories.

78

Appendix B: Recipes

Window paint

Ingredients:

Directions:

1 cup dish soap

Mix dish soap and cornstarch together in a bowl until combined

½ cup cornstarch

Add food coloring and mix well

A few drops food coloring

Fluffy Slime

Ingredients:

Directions:

1 tbsp borax Mix borax into hot water and set aside (be mindful of safety when using

1 cup and ½ cup hot water

hot water and consider doing this step away from children)

2 tbsp contact solution

In a separate bowl, mix 1 cup glue and ½ cup water

5 cups shaving cream

Add shaving cream to glue/water solution and mix gently

1 cup school glue

Add contact solution

A few drops of food coloring

Add borax/water solution, 1 tbsp at a time, mixing after each addition

Add food coloring and mix

Mix until slime no longer sticks to sides of bowl

79

Melting Dough

Ingredients:

Directions:

½ cup baking soda

Mix baking soda and cornstarch together in a bowl

½ cup cornstarch

Gradually add paint and mix until dough is moldable but sticky

Washable paint

When dough is pretty well mixed, wash hands and finish mixing

Vinegar

with clean, dry hands

Note: Dough will melt in children’s hands as they play with it

Consider adding a spray or a few drops of vinegar to the dough to

make it pop and bubble

80

Appendix C: Learning Center Picture Samples

Art Center: Cardboard Shapes for Building

Toys and Games/Math Manipulatives: Pinecones and

Rubber bands

81

Toys and Games/Math Manipulatives: Lines for Measuring

To

y and Games/Math Manipulatives: Tinker Tray

Outdoors/Playground/Gross Motor: Sound Exploration

Stand

Ou

tdoors/Playground/Gross Motor: Mud Kitchen

82

Wri

ting Center: Rock Letters

Music and Movement: Movement Cube

83

Appendix D: Spanish Songs

English

Spanish

Good Morning Song (To the tune of Frere Jacques)

Good Moring, good morning,

How are you? How are you?

Very well I thank you, very well I thank you,

How about you? How about you?

Canción de la mañana

Buenos días, Buenos días,

¿Cómo estás? ¿Cómo estás?

Muy bien gracias, muy bien gracias,

¿Y usted? ¿Y usted?

The Itsy Bitsy Spider

The itsy bitsy spider, went up the water spout,

Down came the rain, and washed the spider out.

Out came the sun, which dried up all the rain,

And the isty bitsy spider went up the spout again.

La araña pequeñita

La araña pequeñita, subió, subió, subió,

Vino la lluvia y se la llevó.

Salió el sol y todo lo secó,

Y la araña pequeñita subió, subió, subió.

The Baby Chicks

Baby chicks are singing, “pio, pio, pio,”

Mama we are hungry, mama we are cold.

Mama looks for wheat, mama looks for corn,

Mamma feeds them dinner, mamma keeps them warm.

Under mamma’s wings sleeping in the hay.

Baby chicks all huddle, until the next day.

Los Pollitos

Los pollitos dicen: “pío, pío, pío,”

Cuando tienen hambre, cuando tienen frio.

La gallina busca el maíz y el trigo, les presta abrigo.

Bajo sus dos alas, acurrucaditos, duermen los pollitos,

Hasta el otro día.

84

Appendix E: Spanish Vocabulary Translations

Month One Focus Area: Care - Cuidar

Month Two Focus Area: Grow - Crecer

Month Three Focus Area: Change - Cambiar

Aid

Action

Appear

Attitude

Bathe

Broom

Clean

Comfortable

Cook

Dentist

Doctor

Dustpan

Emergency

Emotions

Equipment

Expression

Feed

Feel

Feelings

Fix

Gardener

Help

Hospital

Kind

Leash

Love

Mechanic

Medicine

Nurse

Office

Plant

Repair

Respect

Sick

Soap

Spatula

Sponge

Stethoscope

Surgeon

Thoughtful

Ayuda, Asistencia

Acción

Aparecer

Actitud

Bañarse

Escoba

Limpiar

Cómodo

Cocinar

Dentista

Doctor/a or médico

Recogedor

Emergencia

Emociones

Equipo

Expresión

Alimentar

Sentimiento

Sentimientos

Arreglar

Jardinero

Ayuda

Hospital

Amable, bondadoso

Correa

Amor

Mecánico

Medicina

Enfermero/a

Oficina

Planta

Reparar

Respeto, respetar

Enfermo/a

Jabón

Espátula

Esponja

Estetoscopio

Cirujano/a

Atento/a, pensativo/a

Add

Adult

Baby

Bud

Child

Develop

Expand

Flowers

Fruit

Grass

Height

Increase

Infant

Leaves

Medium

Roots

Short

Size

Small

Soil

Sprout

Stems

Tall

Teenager

Tiny

Toddler

Tree

Vegetable

Añadir

Adulto

Bebé

El brote

Niño/a

Desarrollar

Expandir

Flores

Fruta

Césped, pasto

Altura

Incrementar, aumentar

Infante

Hojas

Mediano

Raíces

Corto/a

Tamaño

Pequeño

Tierra

Germinar

Tallos

Alto

Adolescente

Pequeño, diminuto

Niñito/a

Árbol

Vegetal

Adjust

Alter

Bake

Break

Build

Change

Compare

Demolition

Destroy

Different

Experiment

Form

Improve

Large

Learn

Mix

Modify

Predict

Trade

Shape

Shrink

Spread

Swap

Ajustar

Alterar

Hornear

Romper

Construir

Cambiar

Comparar

Demolición

Destruir

Diferente

Experimentar

Formar

Mejorar

Grande

Aprender

Mezclar, pronosticar

Modificar

Predecir

Vender, negociar

Forma

Encoger

Esparcir

Intercambiar

85

Tools

Vacuum

Veterinarian

Wash

Whisk

Herramientas

Aspiradora

Veterinario/a

Lavar

Batir

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Appendix F: Beyond I’m Sorry: Helping Children Develop Empathy

During their threes year, children are learning to understand their own emotions, as well as to read the emotions of others. They are beginning to

understand the cause and effect relationship between actions and emotions, and that their actions can have an impact on others. When conflicts arise,

children are often directed to say, “I’m sorry.” Apologies can be powerful, and conflicts offer an opportunity to help children learn valuable skills. Taking

an apology beyond “I’m sorry” provides a space for children to develop rich social emotional learning, empathy, and think critically. Strategies such as

talking about feelings, actions, and emotional responses can be used to help build children’s emotional literacy and develop empathy. Additionally,

these strategies give children a chance to see how their actions can impact others.

Try using the following phrases and strategies to help children develop their ability to see and understand emotions in themselves and others, and how

their own actions might affect someone else. Choose a phrase to help the child understand the situation then suggest a strategy that teaches them how

to resolve their conflict (with support).

To support children in developing empathy:

Encourage them to notice and use expressions to understand how

people may be feeling…

And support them in finding and using an appropriate response…

“(Child) looks (emotion).”

“Let’s check in with (child) and see if we can help.”

“Look at (child’s) face... I think (child) looks (emotion) because you

(action).”

“What else can you do when you are feeling (emotion) and want to

(action)?”

“It looks like (child) is feeling (emotion) because of (action).”

“What could we do to help (child) feel better?”

“I can see that you are feeling (emotion) because of (action).”

“Let’s figure out how to help you feel better.”

“Your face is telling me that you feel (emotion). I think you’re feeling

(emotion) because of (action).”

“What do you think might make you feel better?”

For additional information on helping children develop empathy, visit https://www.zerotothree.org/resources/5-how-to-help-your-child-develop-empathy.

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Appendix G: Planning Form

PLANNING

EXPLORATION: LEARNING CENTER:

OBSERVE: What are children doing/saying in this center?

CONNECT: How do my observations link to skills children are developing and align with the ELOF goals?

INFORM PRACTICE: What are my next steps in response to children’s skills and interests?

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Appendix H: Documentation Template

Explorations Documentation Template

Picture (optional)

Child:

Date:

When and Where:

ELOF Standard(s):

Link to Authentic Assessment Systems:

WSS:

TSG:

COR:

Observation Notes:

(What the child did and said)

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Appendix I: Additional Resources

Dot Cards for exploration in the Toys and Games/Math Manipulatives Center

90

Number Cards for exploration in the Toys and Games/Math Manipulatives Center

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Pattern Block Templates

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93

94

95

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Appendix J: Master Book List

This list includes books that will likely be interesting and appropriate for children throughout the entire 3-K for All program year. It is comprised of both fiction and

non-fiction texts and includes a variety of topics including fantasy, factual information, stories about people, animals and nature/science as well as books that reflect

different cultures and abilities. The list is not exhaustive and may be supplemented by other texts that meet the interests and needs of your children.

To assist in planning and meeting the needs of all children, this list is organized by the Head Start Early Learning Outcomes Framework (ELOF) domains but most books

a

lign with multiple domains and topics. Select books to match the interests of your children and those that will likely help them grow across learning areas.

DO NOT place all of these books in your classroom library at once. Use a selection of these books to supplement the Suggested Texts for Read Aloud (Section VI

Texts) in the classroom library. Display the books on shelves so children can easily identify and explore them independently. The classroom library should include

approximately two books per child. Books should relate to current Exploration topic and be rotated periodically. This keeps the library organized and children engaged

in the center over the year, with new as well as favorite books to access.

*Books with an asterisk are also available in languages other than English

Approaches to Learning

A Line Can Be by Laura Ljungkvist: A single line forms different shapes that demonstrate opposites.

Barnyard Boogie! by Ti

m McCanna: The Barnyard Band is performing today. All the musicians are coming to play!

Don't Let the Pigeon Drive the Bus by Mo Willems: When a bus driver takes a break, a very unlikely volunteer springs up to take his place.

Don't Wake Up the Tiger by Britta Teckentrup: Tiger is fast asleep, but – oh dear! she’s completely blocking the way. Just how will the animals get past without waking

h

er up?

Hands Say Love by George Shannon: Hands touch, hold and hug. Hands feed, give and share. Hands create, mend and heal. Hands say love!

*In This Book by Fani Marceau: An art-immersive experience featuring early concepts for young children and anyone delighted by the wonders of everyday life.

It's a Tiger! by David LaRochelle: Run into (and away from) a tiger over and over again.

Music Is… Brandon Stosuy: Music through our eyes and ears, transforming the sense of hearing into a visual experience.

Places to Be by Mac Barnett: We have so many places to be! Places to be loud, lovely, scared, and jubilant.

Play With Me! by Michelle Lee: Playtime means very different things to these two friends.

Puddle

by Hyewon

Yum: One wet day, a little boy’s mom draws a picture of them going

outside to play in the rain. They have so much fun they decide to

venture out

and make the most of the

wet weather.

Red Truck Book

b

y Kersten Hamilton: Can Red Truck make it up the hill? He can!

*The Dog Book

b

y

Lorenzo Clerici: Inside the pages of this

book, your new dog awaits…

*The Little Mouse, the Red Ripe Strawberry, and the Big

Hu

ngry Bear

by Dan

and Audrey Wood: A little mouse will do all he can to save his strawberry from the Big,

Hungry Bear.

This House, Once

b

y Deborah Freedman: A thought-provoking invitation to consider where things come from and what nature provides.

Wait

b

y

Antoinette Portis: As a boy and his mother move

quickly through the

city, they are drawn to different things.

Watersong

b

y Tim McCanna:

Fox seeks shelter from a rainstorm.

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Wet by Carey Sookocheff: Sometimes it’s fun to get wet and sometimes it’s not.

What To Do With a Box b

y Jane Yolen: If you give a child a box, who can tell what will happen next?

Where is Jumper? by Ellen Stoll Walsh: The mice can’t find their friend Jumper. Where, oh where, could their sneaky pal be?

*You Be You by Linda Kranz: There are all kinds of fish in the deep blue sea.

Social and Emotional Development

And Away We Go! by Migy: Mr. Fox is going to the moon! Away he goes in his hot air balloon. But wait! Can Elephant come too?

*B

ye-Bye Time by Elizabeth Verdick: Being dropped off at childcare or cared for by a babysitter means saying goodbye to mom or dad- and for many toddlers bye-bye

is a big deal.

*Blocks by Irene Dickson: Benji takes one of Ruby’s blocks and in the tussle that follows they learn to share.

Clive is a Teacher by Jessica Spanyol: Follow Clive and his friends as they explore the many things a teacher does in a day.

*Counting on Community by Innosanto Nagara: Children are encouraged to recognize the value of their community.

Egg by Kevin Henkes: A graphic novel for preschoolers about four eggs, one big surprise and an unlikely friendship.

*Everywhere Babies by Susan Meyers: Every day, everywhere, babies are born. They’re kissed and dressed, rocked and fed and completely adored.

Feelings by Sarah Jennings: Are you feeling happy, sad, excited, worried, shy, scared or grumpy? Do you know why?

*Go Away, Big Green Monster! by Ed Emberley: Turn the pages of this die-cut book and watch the Big Green Monster grow - then show him who is in charge!

Grumpy Pants by Claire Messer: Have you ever had a grumpy day and not known why?

Hooray for Hat! by Brian Won: Elephant wakes up grumpy- until ding, dong! What’s in the surprise box at the front door?

I am So Brave! by Stephen Krensky: A celebration of everyday courage.

If You're Happy and you Know It! by Jane Cabrera: If you’re happy and you know it, shout… We are!

I'll Wait, Mr. Panda by Steve Antony: Mr. Panda’s friends are curious what he is making but only one has the patience to stick around.

I Love You All Day Long by Francesca Rusackas: When Owen worries about being apart from his mother, she reassures him that no matter where he is or what he

does, she will love him all day long.

In My Heart: A Book of Feelings by Jo Witek: Happiness, sadness, bravery, anger, shyness… our hearts can feel so many feelings!

*Little Blue Truck by Alice Schertle

Love is a Truck by Amy Novesky: An ode to beloved trucks of all kinds.

Llama Llama Mad at Mama by Anna Dewdney: Mama is too busy to notice that Llama Llama is getting mad. Before he knows it, he is having a tantrum!

Llama Llama Misses Mama by Anna Dewdney: On the first day of school, Llama Llama misses mama but also learns how fun school can be.

Making Faces: A First Book of Emotions by Abrams Appleseed: Look at the happy baby! Can you make a happy face? Find the happy baby!

Music Class Today! by David Weinstone: Music class is underway but for one hesitant little music maker, it is all a bit overwhelming at first.

My Friends by Taro Gomi: Knowledge can come from all kinds of friends.

Owl Babies by Martin Waddell: When will mother owl return?

Please, Baby Please by Spike Lee and Tonya Lewis Lee: A behind the scenes look at the chills, spills and thrills of bringing up baby.

Safe and Sound by Jean Roussen: Baby animals are safe and sound with their grown-ups close by.

*Safe in a Storm by Stephen Swinburne: No matter how loud the storm rumbles, next to their mothers the baby animals are able to let go of their fears and fall asleep.

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Should I Share My Ice Cream? by Mo Willems: Gerald has a big decision to make. Will he make it in time?

Strictly No Elephants b

y Lisa Mantchev: The Pet Club does not understand that pets come in all shapes and sizes, just like friends. A boy and his tiny pet elephant

show what it means to be a true friend.

That's Me Loving You by Amy Krouse Rosenthal: Wherever you are, wherever you go… That feeling you always have in your heart? That is me loving you.

The Goodbye Book by Todd Parr: A story about saying goodbye that touches upon the host of emotions children experience.

The Neighborhood Sing-Along by Nina Crews: Everyday children, parents, friends, brothers and sisters sing songs to one another.

There's a Bear on my Chair by Ross Collins: A Bear has settled in Mouse’s favorite chair and the chair just isn’t big enough for two.

The One Day House by Julia Durango: Wilson dreams of all the ways he can help improve his friend Gigi’s house so that she’ll be warm, comfortable and happy.

The Pigeon Needs a Bath! by Mo Willems: The pigeon really needs a bath but he’s not so sure about that.

Thunder Boy Jr.by Sherman Alexie: Thunder Boy Jr. is named after his dad, but he wants a name that is all his own.

Time to Say "Please" by Mo Willems: Young children try in vain to get what they want, learning along the way that it is helpful to say, “please,” “thank you,” “excuse

me,” and “I’m sorry.”

*Waiting Is Not Easy by Mo Willems: Piggy has a surprise for Gerald, but he is going to have to wait for it. And wait. And wait some more…

Language and Literacy

Along A Long Road by Frank Viva: Speed off on an eventful bicycle ride along the bold yellow road that cuts through town, by the sea and through the country.

*B

rown Bear, Brown Bear, What Do You See? by Bill Martin Jr: A green frog, purple cat, blue horse and yellow duck parade across the pages of this book.

Different? Same! by Heather Tekavec: Take a look at several animal characteristics that highlight how there can be both differences and similarities within a group.

Float by Daniel Miyares: A boy’s small paper boat- and his large imagination- fill the pages of this wordless picture book.

Green is a Chile Pepper: A Book of Colors by Roseanne Greenfield Thong: A cheerful color-concept book that presents a slice of Latino culture through food and fun.

Red is a Dragon: A Book of Colors by Roseanne Greenfield Thong: A young girl finds a rainbow of colors in her everyday life.

Sing with Me: Action Songs Every Child Should Know by Naoko Stoop: Thirteen favorite nursery songs brought to life.

Cognition

All the Water in the World by George Ella Lyon: Where does water come from and where does it go?

A Book of Babies b

y Il Sung Na: Travel with the curious duck and visit babies around the world on their very first day of life.

Anywhere Farm by Phyllis Root: Almost anywhere can be turned into a home for green, growing things.

Best in Snow by April Pulley Sayre: Discover the wonderful world of snow.

Birds by Kevin Henkes: A little girl observes and describes birds- their size, color, shape, the way they move, appear and disappear as well as how they are most like

her.

Dig In! by Cindy Jenson-Elliott: A celebration of all the things found in the dirt.

Bugs! Bugs! Bugs! by Bob Barner: Ladybugs, butterflies, daddy longlegs and round roly-polies are just some of the familiar creatures included in this text for budding

entomologists.

Have You Seen My Monster? by Steve Light: A little girl gallivants through a fair, searching for her furry friend.

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Little Penguins by Cynthia Rylant: As the snow begins to fall, the excited penguins pull out scarves, mittens, heavy socks and boots.

Mama, Look! Patri

cia J. Murphy: Curious baby creatures and their mamas discover the world around them.

Max at Night by Ed Vere: It is time to go to sleep. All Max has to do is say good night.

Race Car Count by Rebecca Dotlich: Race car one honks at me! He zooms in front with the turn of a key!

Raindrops Roll by April Pulley Sayre: Discover the wonder of rain.

Shapes at Play by Silvia Borando: Meet the red triangles, the yellow squares and the blue circles, who have a great idea for a game.

Sing a Season Song by Jane Yolen: Each season is celebrated for many different reasons, but one never fails to roll right into the next.

Sleep Like A Tiger by Mary Logue: Does everything in the world go to sleep?

So Many Feet by Nichole Mara: High feet, slow feet, fast feet, snow feet!

Some Bugs by Angela DiTerlizzi: A rhyming exploration of backyard bug behavior.

Step Gently Out by Helen Frost: Close-up photography and lyrical text implore children to look more closely at the world around them.

Supertruck by Stephen Savage: When the city is hit by a colossal snowstorm, only one hero can save the day.

Ten Tiny Babies by Karen Katz: One tiny baby starts to run. Along comes another until ten tiny babies are exhausted from the day and fast asleep in their beds.

The First Snowfall by A

nne and Harlow Rockwell: Snow falls and falls all through the night. When morning comes, it is time for fun!

The Littlest Family's Big Day by Emily Winfield Martin: The littlest family moves into a new home in the woods.

Wake up! by Helen Frost: Come out and explore all the new life just outside the door.

Whose Tools? by Toni Buzzeo: Six craftsmen build a house from the ground up.

Whose Truck? by Toni Buzzeo: Featuring six different trucks and their drivers.

Zoo-Ology by Joelle Jolivet: An oversized display of over 30 different animals in thought-provoking thematic groupings.

Perceptual, Motor and Physical Development

*From Head to Toe by Eric Carle: Gorillas, elephants, camels and other animals invite readers to clap, stomp, wriggle and bend as they do.

Polar Bear's Underwear by Tupera Tupera: Polar Bear has lost his underwear! Where could it be?

Potty by Leslie Patricelli: Should I try my potty?

Pot

ty Animals: What to Know When You’ve Gotta Go! by Hope Vestergaard: Toilet basics for toddlers.

Row Row Row Your Boat by J

ane Cabrera: Lively animals encourage action in this twist on a traditional children’s song.

Swing! A Scanimation Picture Book by Rufus Butler Seder: What is all the commotion? Kids in motion!

Time to Pee! by Mo Willems: Journey through each step of the toileting process.

Other

Airport by Byron Barton: From the excitement of arrival to the wonder of taking off, experience the magic of the airport.

City Block by Christopher Franceschelli: 24 different aspects of city living divided into three categories: things that go, things to see and things to eat.

Fire Engine No. 9 by Mike Austin: A day-in-the-life look at firefighters and their fire truck.

Jane Foster's Cities: New York by Lee Board Books: An introduction to the images of New York City.

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I’m a Firefighter by Brian Biggs: See what it is like to be a firefighter in Tinyville Town.

I’m a Librarian by Brian Biggs: Meet the Tinyville Town librarian as he helps a little boy find a favorite book.

My Little Cities: New York by Jennifer Adams: A whirlwind tour of the Big Apple.

Subway by Anastasia Suen: Hop on the subway with a little girl and her mother.

Subway by Christoph Niemann: A father, two children and more than 840 miles of track.

The Airport Book by Lisa Brown: Follow a family on its way through the complexities of a modern-day airport.

Trashy Town by Andrea Zimmerman: Meet Mr. Gilly. He cleans up Trashytown.

101