Unit 5-1 :  Families

Study Focus:  Family Members

Study Focus Description: The focus of this study is to introduce students to different types of families and to help students develop an appreciation for the diversity in families.

Student Understandings: Students will understand that families are made up of two or more people. Students will understand that some people in a family live together and some live in other places.

Guiding Questions:

  1. Can students identify people who are in a family?
  2. Can students understand that there are different kinds of families?
  3. Can students understand that families take care of each other?
  4. Can students identify their role in their own family?

Guiding Vocabulary: family, relatives, love, care, reunion, family members (mother, father, sister, brother, etc.)

Grade-level Expectations

GLE#

GLE Text and Benchmarks

ELA-1a

Demonstrate understanding of phonological awareness by  manipulating endings of words and nonsense words to make rhyming sounds (PK-LL-L3) (ELA-1-E1)

ELA-1b

Demonstrate understanding of phonological awareness by  manipulating syllables in spoken words (segment/blend) (PK-LL-L3) (ELA-1-E1)

ELA-1d

Demonstrate understanding of phonological awareness by repeating each word in a simple sentence. (PK-LL-L3) (ELA-1-E1)

ELA-3a

Demonstrate understanding of alphabetic principle by identifying own first name in print  (PK-LL-L3) (ELA-1-E1)

ELA-3b

Demonstrate understanding of alphabetic principle by identifying at least eight uppercase or lowercase letters, focusing on those in the student’s name (PK-LL-L3) (ELA-1-E1)

ELA-4

Orally respond to questions using new vocabulary introduced in conversations, activities, stories, or books (PK-LL-L4) (ELA-1-E1)

ELA-5a

Demonstrate understanding of book and print concepts by recognizing that a book has a cover and identifying the cover and title of a book.  (PK-LL-R3) (ELA-1-E2)

ELA-5b

Demonstrate understanding of book and print concepts by holding a book right side up.  (PK-LL-R3) (ELA-1-E2)

ELA-5c

Demonstrate understanding of book and print concepts by differentiating between an illustration and printed text.  (PK-LL-R3) (ELA-1-E2)

ELA-5d

Demonstrate understanding of book and print concepts by recognizing that print is read left-to-right and top-to-bottom.  (PK-LL-R3) (ELA-1-E2)

ELA-6

Relate pictures to characters (PK-LL-R4) (ELA-1-E4)

ELA-7

Role-play using different voices to represent characters in familiar stories (PK-LL-S1) (ELA-1-E4)


 

ELA-8

Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5)

ELA-9

Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5)

ELA-10

 Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6)

ELA-11

Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6)

ELA-12a

Demonstrate understanding of texts read aloud using a variety of strategies by sequencing two or three pictures to illustrate events in a story. (PK- LL-R2) (ELA-7-E1)

ELA-12b

Demonstrate understanding of texts read aloud using a variety of strategies by participating in a group discussion to predict what a book will be about. (PK- LL-R2) (ELA-7-E1)

ELA-12c

Demonstrate understanding of texts read aloud using a variety of strategies by determining whether the prediction was accurate. (PK- LL-R2) (ELA-7-E1)

ELA-13

Identify problems and solutions in stories that are read aloud (PK-LL-R2) (ELA-7-E2)

ELA-14a

Use simple reasoning skills by identifying reality and fantasy in texts read aloud.  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-14b

Use simple reasoning skills by determining why something happens in a story read aloud.  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-14c

Use simple reasoning skills by asking simple questions about a story read aloud (e.g., who, where).  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-15

 Use scribble writing, letter-like forms, dictation, or drawing to represent a word or concept (PK-LL-W1) (PK-LL-W2) (PK-LL-W3) (ELA-2-E1)

ELA-16

Orally generate words, ideas, and lists for group writing activities (PK-LL-W3) (ELA-2-E3)

ELA-17

Write informal notes, lists, and letters using scribble writing and/or pictures (PK-LL-W2) (PK-LL-W3) (PK-LL-W4) (ELA-2-E4)

ELA-18

Participate in group-shared writing activities that include rhyming and descriptive words (PK-LL-W3) (PK-LL-W4) (PK-LL-L3) (ELA-2-E5)

ELA-19

Scribble write or draw a picture of a life experience or response to a text read aloud (PK-LL-W2) (PK-LL-W4) (ELA-2-E6)

ELA-20

Demonstrate consistent top-to-bottom formation for letters or letter-like forms (PK-LL-W2) (ELA-3-E1)

ELA-21

Use words, phrases, and/or sentences to express feelings, ideas, needs, and wants (PK-LL-S1) (PK-LL-S2) (ELA-4-E1)

ELA-22

Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1)

ELA-23

Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2)

ELA-24

Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2)

ELA-25

Retell part of a favorite story (PK-LL-R2) (ELA-4-E3)


 

ELA-26

Speak about life experiences or topics of interest (PK-LL-S3) (ELA-4-E4)

ELA-27

Actively participate in role-playing, creative dramatics, finger plays, nursery rhymes and choral speaking (PK-LL-R1) (PK-LL-S2) (PK-LL-L3) (PK-LL-L4) (ELA-4-E5)

ELA-28

Listen and orally respond to questions about media, including music and videos (PK-LL-L5) (ELA-4-E6)

ELA-29

Recognize and follow agreed-upon rules for discussing, such as raising one's hand, waiting one's turn, and speaking one at a time (PK-LL-S1) (PK-SE-C1) (ELA-4-E7)

ELA-30

Identify a computer mouse and its purpose (i.e., to navigate the screen) (PK-LL-L5) (ELA-5-E1)

ELA-31

Identify and use information that is formatted in a chart or graph, such as a daily schedule (PK-LL-S1) (ELA-5-E6)

M-1

Count by ones to 10 (PK-CM-N3) (N-1-E) (N-3-E)

M-2

Count a set of 5 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (PK-CM-N2) (N-1-E)

M-3

Identify an object’s position as first or last (PK- -G3) (N-1-E)

M-4

Identify numerals 1 to 5 (PK-CM-N5) (N-1-E) (N-3-E)

M-5

Compare sets of objects using the words same/different and more/less/fewer (PK-CM-N1) CM (N-3-E) (N-7-E)

M-6

Use comparative vocabulary in measurement settings (e.g., long/longer, short/shorter, more/less, hotter/colder, heavier/lighter, bigger/smaller) (PK-CM-M3) (M-1-E) (M-2-E) (M-3-E)

M-7

Use words such as day, week, month, schedule, morning, noon, night (PK-CM-M1) (M-2-E)

M-8

Identify rectangles, squares, circles, and triangles using concrete models (G-2-E)

M-9

Sort concrete objects by an attribute (e.g., shape, size, color) (PK-CM-D1) (G-2-E) (D-1-E)

M-10

Use words that indicate direction and position of an object (e.g., up, down, over, under, above, below, beside, in, out, behind) (PK-CM-G3) (G-3-E)

M-11

Recognize and manipulate an object’s position in space (e.g., blocks, assembling puzzles) (PK-CM-G3) (G-3-E) (G-4-E)

M-12

Arrange objects or pictures of objects to make an object or picture graph (PK-CM-D2) (D-4-E)

M-13

Recognize and copy repeated patterns (e.g., concrete objects, songs, rhymes, and body movements) (PK-CM-P1) (PK-CM-P2) (P-1-E) (P-3-E)

SCI-1

Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (PK-CS-I1) (SI-E-A1)

SCI-2

Pose questions that can be answered by using students’ own observations and scientific knowledge (PK-CS-I1) (SI-E-A1)

SCI-3

Use the five senses to describe observations (PK-CS-P3) (SI-E-A3)

SCI-4

Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (PK-CS-I4) (SI-E-A4)

SCI-5

Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (PK-CS-I5) (SI-E-A5) (SI-E-B4)


 

SCI-6

Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (PK-CS-I5) (SI-E-A6)

SCI-7

Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (PK-CS-I4) (SI-E-A7)

SCI-8

Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (PK-CS-I4) (SI-E-B3)

SCI-9

Sort objects using one characteristic (PK-CS-P2) (PS-E-A1)

SCI-10

Determine whether objects float or sink through investigations (PK-CS-P1) (PS-E-A1)

SCI-11

Describe properties of materials by using observations made with the aid of equipment such as magnets, magnifying glasses, pan balances, and mirrors (PK-CS-P4) (PS-E-A2)

SCI-13

Compare the properties of different solids and liquids through observation (PK-CS-P1) (PS-E-A4)

SCI-14

Identify components of simple mixtures (e.g., salt/water, rice/beans, iron filings/sand) (PK-CS-P1) (PS-E-A5)

SCI-15

Demonstrate motion by using students’ own bodies (PK-CS-P3) (PS-E-B3)

SCI-16

Explore the motion of objects by using balls, toy cars, or spinning tops (PK-CS-I2) (PS-E-B3)

SCI-17

Identify different sounds as soft or loud (PK-CS-P3) (PS-E-C1)

SCI-18

Identify selected substances as hot or cold (PK-CS-P2) (PS-E-C3)

SCI-19

Identify parts of the body and how they move (PK-CS-L1) (LS-E-A3)

SCI-21

Distinguish food items from nonfood items (PK-CS-L1) (LS-E-A6)

SCI-22

Learn about animals and plants through nonfiction literature (PK-CS-L1) (LS-E-B1)

SCI-23

Observe and care for pets and plants (PK-CS-L1) (LS-E-B1)

SCI-24

Describe plants and animals in the schoolyard or home environments (PK-CS-L1) (LS-E-C1)

SCI-25

Explore and describe various properties of rocks, minerals, and soils (PK-CS-L2) (ESS-E-A1)

SCI-26

Describe the weather and its daily changes (PK-CS-ES2) (ESS-E-A4)

SCI-27

Describe different types of weather students have experienced and give examples of how daily activities and appropriate attire are affected by weather conditions (PK-CS-ES2) (ESS-E-A4)

SS-1

Identify representations of roads, bodies of water, and buildings in play activities  (PK-CSS-G1) (G-1A-E1)

SS-2

Demonstrate an awareness of the world around them (e.g., provide simple information about a trip the student has taken or where the student lives)  (PK-CSS-G3) (G-1A-E2)

SS-4

Discuss ways people can help each other (e.g., sharing, paying attention, taking turns)  (PK-SE-C1) (C-1D-E4)

SS-5

Participate in patriotic activities  (PK-CSS-C2) (C-1D-E4)

SS-6

Demonstrate an awareness of the uses of money in play activities  (PK-CSS-E1) (E-1A-E3)

SS-7

Demonstrate an awareness of time by using and responding to such words as yesterday, today, and tomorrow  (PK-CSS-H1) (H-1A-E1)

 


 

 Study Focus

 

Family Members

Parents

Grandparents

Siblings

Family Activities

Whole Group Activities

Goldilocks and the Three Bears

Dramatize

ELA 1d, 4, 6, 8, 9, 10, 11, 13, 14a, 14b, 24, 27

Family in the House

 

ELA 5a, 5c, 7, 8, 22, 24, 26, 27; M 1, 6

Matching:  People to Houses

ELA 6, 13, 14, 22, 24, 27; M 1,2

Sibling Measurement

 

ELA 8, 10; M 5, 6; SCI 2, 3, 4, 5; SS 4, 7

T Chart: Work and Play

Brainstorm

ELA 6, 8, 9, 14c, 16; M 12; SS 4

Morning Circle Time

ELA 1d, 3a, 3b, 4, 21, 22, 26, 27, 28, 29, 31;

M 1, 3, 4, 5, 7, 13;

SCI 26, 27; SS 4, 5, 7

Are you a member of a family?

Did you kiss mom or dad goodbye this morning?

Do your grandparents live nearby?

Do you have a brother or sister?

Do you help clean house?

Storytime

Suggested

alternative story titles are listed in

the bibliography.

ELA 1a,1b, 1d, 4, 5a, 5b, 5c, 5d, 6, 7, 8,  9, 10, 11, 12b, 12c, 14c, 25,  29

Families are Different

 

 

Momma, Do You Love Me?

Clifford’s Day with Dad

Grandpa Snores

Just Me and My Sister/Brother

Jamal’s Busy Day

Small Group Activities

Family Prints

ELA 8, 9, 18, 22, 24; M 1, 4, 5

 

Mom and Dad Word Grid

ELA 9, 10, 11, 24

“The Napping House”

Learning Log

ELA  6, 8, 9, 10, 13, 14a, 14b, 14c, 15, 19, 23; M 10

“The Doorbell Rang”

ELA 8, 9, 10, 11, 13, 14b, 14c, 22, 24, 29; M 5, 10; SCI   2, 3, 14, 17, 21; SS 4

Family Booklet

ELA 6, 9, 10, 15, 17, 19, 20, 22, 24

Music and Movement

Ribbon/Streamer  dancing

Marching with Lummi Sticks

Field Experiences/

Guest Speakers

pediatrician; visit by mom and baby; grandparents visit or grandparents day


 

 Study Focus Activities for Learning Centers that can be incorporated into your existing center activities.  Remember any center activity that you can do indoors, could be done outdoors!

Language/Literacy

ELA 3, 15, 17, 20, 24

Introduce letters to students in various multi-sensory ways. Sample activities are indicated below. Adjust the activities by inserting the letter(s) that is (are) being introduced and changing the letter(s) as needed.

Can you find the letter?

Letter symbols

Sand Letters

Letter rubbings

Playdough letters

Letter jars

Dot letters

Letter puzzles

 

Gel board

Letter game

Math

M 1, 2, 4, 5, 6, 8, 9, 12, 13

 

Number Relations

Draw the shape of a house on a clear plastic cup.  Use a die and small plastic people counters.  Have students roll die and then count out that number of people as they place each counter in the house.

Measurement

Have students build houses in the block area and compare sizes of the houses. Discuss how many people could live in a home that size.

Geometry:

Circle family:  Use a shape such as circle and have students make all the members of their families using circles as the body.  Can use different shapes as body.

Data Collection:

BLM Graph:

How many members are in your family?

Patterning:

Use plastic family figures from the block center to make patterns.

Science

SCI 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 22, 23, 24, 25,

ELA 5a, 5b, 5c, 5d, 17, 21, 22, 24, 26, 31

M 6, 9, 11,

SS 4

learning logs and writing tools, nonfiction books relating to current study

binoculars

bird nest/eggs

rocks

wood-housing materials-bricks for touch and observation

paint sample swatches for visual comparisons

soil and seeds for planting

Gross Motor

ELA 23, 24

M 11, 13

SCI 15, 16

SS 4

Family in the Dell Game; Mother May I/Father May I

Creative Movement Pretend Game: “When I was a Baby, I…(act out sleeping, crawling, etc)”,

”When I was a toddler, I…(learned to walk, learned to climb steps, etc.),”

 ”Now that I am Four, I . . .(run, hop, jump, etc.)”

Paint brushes and paint cans with water to paint the building


 

Blocks

ELA 15, 17, 20, 23, 24

M 1, 2, 3, 5, 6, 8, 9, 10, 11

SCI 3, 9,16,

SS 1, 2, 4

writing tools, paper, and tape for making student made signs and labels

diverse family props

doll house with people, cars, and trucks; variety of boxes for building houses

 

Manipulative/

Table Games

ELA 23, 24

M 1,2,3,4,5,6,8, 9,10,11,13

SCI 9

SS 4

Family Lotto Match-create lotto boards and cards by gluing clip art or pictures of family members onto cardstock-laminate for durability Connect a People; Family bingo-can be made with pictures and cardstock; Family people to sort by size and seriate; Three Size Teddy Bear Counters for sorting, classifying, patterning, seriating, and counting; Family people puzzles; Family Mr. Potato heads

 

Computer

ELA 30

A variety of selected games/activities based on available technology and student needs

http://www.kidspsych.org/eyes.html

Art

ELA 23, 24

M 5, 6, 8, 9, 10

SCI 3, 13, 14

SS 4

family prints with cookie cutters

family pictures cut out from magazines brochures or flyers to be used in collage art

student created family drawing in a house or in an apartment

family shields

family last name with glue and glitter

decorate a family picture frame with foamies, stickers, gems, beads, etc.

drawing of a family with heart stamps encircling it with heart cookie cutter prints around the family

 

Sensory

ELA 22, 23, 24

M 5, 6, 10

SCI 2, 3, 10, 13, 14

SS 1, 4

Sand:

variety of cup sizes; measuring cups; muffin tins, plastic people and a small dollhouse or box for a house, plastic trees, cars, and trucks

Water:

soapy water to use to bathe baby dolls and to  wash the housekeeping dishes

Music

ELA 27, 28

M 1,  2,  3,  4, 10, 11, 13

SCI 15, 17, 19

SS 4

CD player and CDs, previously introduced musical instruments

Some featured songs:

Goldilocks and The Three Bears- Music/Movement Literacy in Motion-The Learning Station;

The More We Get Together - Raffi, Singable Songs for the Very Young;

Old Mother Hubbard - Rhymin’ to the Beat, Volume 2, Jack Hartman

Grandpa’s Beard -Silly Sing Along, Johnette Downing

Skid-a-ma-rink - Favorite Pre-K Songs, Kidz Up


 

Dramatic Play

ELA 7, 21, 22, 23, 24, 27

M 1, 2, 5, 6, 7, 10, 11

SCI 3, 15, 17, 18, 21, 26, 27

SS 2, 4, 6, 7

In addition to the regular housekeeping center, add one or more of the following:

Baby/Infant Prop Box: baby blanket, bottles, bibs, diaper bag, rattle, baby dolls, wet wipe carton, pacifier, books

Picnic Prop Box: small table or blanket, basket, plastic dishes, pretend food, camera, books

Cleaning Prop Box: bucket, sponges, rags, empty spray bottles, rubber gloves, vacuum cleaner, duster

Catalogues

grocery circulars

hardware store ads

Books and Listening Center

ELA 1a, 1d, 3a, 5a, 5b, 5c, 5d, 6, 7, 10, 11, 12a, 14a, 14c, 21, 22, 23, 24, 25, 26, 27, 29

SS 2, 4

A variety of books and recordings related to the study focus; puppets, flannel board and/or magnetic board figures; class-made books;

baby catalogues; grocery circulars; hardware store ads, department store catalogs or flyers

Writing

ELA 3a, 3b, 15, 16, 17, 19, 20

M 11, 13

SS 4

blank books; paper in a variety of colors and sizes; student name cards; variety of writing tools such as pencils, colored pencils, crayons, markers;

word cards; stencils; stamps; catalogues; hardware ads, baby and toy store ads/catalogues

 

 

Whole Group Activities

 

Whole Group Activity 1: Goldilocks and the Three Bears (ELA 1d, 4, 6, 8, 9, 10, 11, 13, 14a, 14b, 24, 27)

 

Materials List: “Goldilocks and the Three Bears” (book), three bears headbands, yellow yarn (for Goldilocks’ hair)

 

Read the book to the class and encourage the class to chorally recite the lines, “Who’s been eating/sleeping/sitting/ in my …” Discuss the storyline with the students. Ask, “What was the bear family’s problem and how could it have been solved?  Could this story really happen? Is it real or pretend?” Introduce the concepts of small, medium, and large as related to the three bears.  Discuss families eating and doing activities together.  Elicit responses from the students depicting what types of activities they do with their own family. Review the story line and distribute props with which the students will dramatize the storyline of the text.  When dramatization has been completed, place all props in the reading center for future use.

 

Accommodations: None needed

 

 

Whole Group Activity 2: Family in the House (ELA 5a, 5c, 7, 8, 22, 24, 26, 27; M 1, 6)

 

Materials List:  I Love My Family (book); a large cut-out of a house from bulletin board paper; a plastic garden hose (mom); car keys (dad); apron (grandma); fishing pole (grandpa); ball (sister); jump rope (brother); baby bottle (baby)

 

Read the book to the students and discuss the title and illustrations on the cover.  Discuss the variety of people and variety of numbers of people that comprise a family unit.  Introduce the song, There’s a Family in the House (to the tune of Farmer in the Dell).  Students will dramatize the actions associated with each respective prop as the song is being sung by the class.

 

There’s a family in the house,

A family in the house,

Hi, ho, the derry-oh,

A family in the house.

 

The Dad takes the keys,

The Dad takes the keys,

Hi, ho, the derry-oh,

The Dad takes the keys.

 

The Mom takes the hose,

The Mom takes the hose

Hi, ho, the derry-oh,

The Mom takes the hose.

 

Continue the song with the following:

Grandma takes the apron…

Grandpa takes the fishing pole…

Sister takes the ball…

Brother takes the jump rope…

Baby takes the bottle…

 

 

Accommodations: None needed

 

 


 

Whole Group Activity 3: Matching: People to Houses  (ELA 6, 13, 14, 22, 24, 27; M 1,2)

 

Materials List:  This is My Family (book), houses numbered from 1-5, people or children counters

 

Read the book to the students.  Discuss the variety of places in which families live and the number of people that form a family.  Show the students the houses located in the house box as well as the people located in the people box.  Explain to the students that each house is numbered from 1-5 and that there are people counters to put on the houses.  The first student called by name by the teacher will retrieve the #1 house from the box.  That student will then call the name of another student who will retrieve a people counter from the people box. The students will then work together to place the house on the floor with the correct number of people counters lying on top of it.  Once they have completed the entire task, they stand beside their work and state to the class, “House #1 has 1 person in it.”  Once this has been accomplished, the second student identified by the teacher will retrieve the #2 house from the house box.  This student will then call the name of another student who will retrieve 2 people counters from the people box.  These two students will then organize the house with the people in the same fashion as the first two students and state to the class that “House #2 has two people in it.” The third student identified by the teacher will retrieve the #3 house from the house box.  This student will then call the name of another student who will retrieve 3 people counters from the people box.  These two students will follow the same procedure, ending with the statement “House #3 has 3 people in it.” Repeat the process until the final two students have retrieved the #5 house from the house box and five people counters from the people box.  Place the activity in the manipulative center after the activity has been introduced.

 

Accommodations:  Assist students who have difficulty counting the correct number of people counters to the numbered house and students who have difficulty being patient while awaiting their turn.  Ensure that all students participate at least once. After introducing this concept, add the numerals 6-10 and place the activity in the manipulative center.

 

 

Whole Group Activity 4: Sibling Measurement (ELA 8, 10; M 5, 6; SCI 2, 3, 4, 5; SS 4, 7)

 

Materials List:  I am a Big Brother, I am a Big Sister (book); tape measure, chart paper, markers

 

Prior to the lesson, invite several older brothers and sisters of students to come and participate in the class activity.

 

Read the book to the students.  Discuss having brothers and sisters; e.g., things that can be done together, ways in which they can help you/you help them, favorite foods, sibling age comparison—older/younger, etc.  Each student will introduce his/her brother/sister to the class by telling their name and age. Measure the height of both the student and his/her sibling in order to establish a comparison. Write the measurements of each sibling pair on a chart with the headings: Taller Than and Shorter Than.  Discuss the math concepts of taller and shorter with students before closing the lesson. 

 

Accommodations:  Encourage students who do not have a sibling present to use other examples of the concepts bigger, smaller, taller, and shorter.

 


 

Whole Group Activity 5: Brainstorm: Work and Play   (ELA 6, 8, 9, 14c, 16; M 12; SS 4)

 

Materials List: In Our House (book); chart paper, markers, pictures of families working/playing together

 

Read and discuss the book with the students.  Make a graphic organizer (view literacy strategy descriptions) in the form of a T-chart divided into 2 columns. Title one column of the chart “Families at Work” and the other column “Families at Play.” Show the class the pictures of families working and/or playing together.  Ask the class for other examples from the class of ways in which their families work together and play together. Have the students pick up one of the pictures of families at work and/or play. Ask them to tell you what the family is doing. Ask students to brainstorm (view literacy strategy descriptions) ways that families work and play together. Record their responses on the appropriate side of the T-Chart.

 

Accommodations:  Assist students who have difficulty identifying examples of work and/or play.

 

 

Small Group Activities

 

 

Small Group Activity 1:  Family Prints   (ELA 8, 9, 18, 18, 22, 24; M 1, 4, 5)

 

Materials List:  Family Time (book); paper; people cookie cutter; paint; markers

 

Read the book Family Time to the students.  Discuss the variety of families (e.g., numbers and types of people).  Have each student count the number of people that are in their family.  On a piece of paper, have the students write their name and the number of people in their family.  Students will then make a family portrait using the cookie cutter to make prints of each family member on the paper.  Have each student write his/her name and the number of family members they have on a chart.   The chart will demonstrate the range of family members in the students’ families.  Discuss the number of family members that are in each student’s family and draw attention to the different numbers represented.  Each student’s portrait of their respective families will be collated into a class family album to be placed in the book center.  

 

Accommodations:  Assist students who have difficulty writing their names and/or counting the number of members in their family.

 

 


 

Small Group Activity 2: Mom and Dad Word Grid   (ELA 9, 10, 11, 24)

 

Materials List:   Mommies are for Counting Stars, Daddy Makes the Best Spaghetti (book); a word grid, markers

 

Read the books to the students.  Discuss the variety of things that mommies and daddies do with their children.  Encourage the children to identify and describe activities they do with their mom and/or dad, or other family members.  Show the word grid  (view literacy strategy descriptions). Have each student come to the grid and place a tally mark in the appropriate box for their family situation. For example, a student who eats only with mom at home would put a tally mark in the box under Mom and in the Eat row. Or a student who eats with mom and dad would put a tally mark under Mom and Dad and in the Eat row. Before the end of the day, review with the class the number of tally marks for each column and row of the Word Grid. Record the number of tally marks for each square of the word grid.

 

                                               

 

Mom

Dad

Mom and Dad

Other Family Members

Eat

 

 

 

 

Bedtime Story

         

 

 

 

 

Shop

          

 

 

 

 

Play ball          

 

 

 

 

 

 

 

Prior to the lesson, the teacher should construct a word grid similar to the one above using photos or clip art to represent the activities that parents do with their children.

 

Accommodations:  Assist students who have difficulty identifying activities they do with each of their parents.

 

 

Small Group Activity 3:  The Napping House  (ELA  6, 8, 9, 10, 13, 14a, 14b, 14c, 15, 19, 23; M 10)

 

Materials List:  The Napping House (book); Who is Napping in My Bed BLM of (one per each student; each with the fill-in-the-blank sentence identified below), poster board, markers, crayons

 

Read the book to the students, pausing where appropriate for comments and questions.  Discuss the story and list the characters on the poster board.  Ask students if this story could be real or if it’s pretend. Ask students what woke the grandmother up. Discuss the positional concept of on as it relates to the characters in the story.  Distribute the Who is Napping in My Bed BLM to each student.   Have each student create a learning log (view literacy strategy descriptions) by drawing a figure of someone “napping on the bed” in my house.  Once the students have completed their drawings, have them complete the following sentence on the top of the paper with the name of a family member: “_____________________ is napping in my house.” Collate these drawings into a class book to be placed in the book center.

 

Accommodations:  Assist students who have difficulty drawing or identifying a family member’s name.

 

 

Small Group Activity 4 :  The Doorbell Rang   (ELA 8, 9, 10, 11, 13, 14b, 14c, 22, 24, 29; M 5, 10; SCI   2, 3, 14, 17, 21; SS 4)

 

Materials List:  The Doorbell Rang (book); dry and wet ingredients for chocolate chip cookies, cookie sheet, spoon, mixing bowl, stove; audio tape of a doorbell ringing or a bell that rings

 

Read the book to the students.  Discuss the story and the concept of sharing cookies with family and friends. Ask why the children were so concerned when the doorbell rang the last time.  Inform the students that “Today, we have a special project to make chocolate chip cookies just like they did in the book.” Show the bag of cookie mix to the students, drawing attention to the smell of the ingredients and the cookie mix is dry is nature. Continue with the discussion of how to make cookies by showing them the wet ingredients (e.g., water, oil, eggs).  Then combine the wet and dry ingredients in the mixing bowl discussing what happens when the wet ingredients are combined with the dry ingredients.  Drop and count the cookies onto the cookie sheet and bake the cookies in the oven.  While the cookies are baking, inform the students that a special guest will come in a little while with a sweet treat for each of them. Arrange for your assistant to “Ring the doorbell” prior to bringing the cookies back into the room.   When the doorbell rings, stop whatever activity the students are doing so that everyone is able to enjoy the special project.

 

Accommodations:  None needed

 

Small Group Activity 5: Family Booklet (GLEs: ELA 6, 9, 10, 15, 17, 19, 20, 22, 24)

 

Materials List:  Loving (book); a family booklet, pre-made handouts for students to do a Family Booklet, stickers

 

On Monday, explain to the students that they have a take-home assignment that must be completed at home and brought back to school on Thursday.  This assignment is called “The Family Booklet.” The booklet will have five pages and a cover with each page depicting activities that families do together.  The teacher will want to create a template for each page prior to the lesson for the students to use. The cover will be a page which says student’s name Family Is Special.” Page one will state,“We Eat Together.”  Page Two will state, “We Work Together.”  Page Three will state, “We Play Together.” Page Four will state, “We Laugh Together”; Page Five will state, “We Are a Family” with the same depictions OR a family picture.  On Wednesday, send a note home with the students reminding them and their parents to return the completed project on Thursday.  On Thursday, send another note home with any student who has not submitted the assignment to do so.  On Friday, distribute the students’ booklets to them so that they can decorate their cover page with stickers provided to them by the teacher.  When all booklets have been completed, call on each student to bring his/her booklet to the front of the group so that it can be read. Conclude the activity by reading the text Loving.

 

Accommodations:  Assist students who have not met the deadlines by completing their booklet in class with them on Thursday.  Anticipate this by having a number of booklets ready to be completed during the course of Thursday with the teacher or assistant.

 

 

Sample Assessments

 

General Guidelines

 

Documentation of student understanding will be recorded by the teacher through observation, notes and anecdotal records as well as student-generated products.  These items will be dated and kept in the form of portfolio assessment.

 

General Assessments

·         Photos, audio tapes, or videotapes to record student behaviors

·         Student products

·         Checklists for recording student behaviors, understanding and skills

·         Teacher observations

·         Anecdotal records

 

 

 

 

Activity-Specific Assessments

 

·         Small Group Activity 1:  The teacher will observe and document the student’s ability to count and print the number of family members.

 

·         Small Group Activity 3:  The teacher will observe and document the student’s drawing and naming of a family member napping in their house.

 

 

Resources

 

 

Children’s Books

 

Asch, Frank.  Just Like Daddy, ISBN: 0-671-66457-3

Bang, Molly.  Ten, Nine, Eight, ISBN: 0-590-45583-4

Bridwell, Norman. Clifford’s Family, ISBN: 0-590-44290-2

Brown, Margaret Wise.  Good Night Moon, ISBN: 0-590-09242-1

Buckley, Helen E. and Ormerod, Jan.  Grandfather and I, ISBN: 0-590-85026-1

Cole, Joanna.  I’m a Big Brother, ISBN: 0-688-14507-8

Cole, Joanna.  I’m a Big Sister, ISBN 13 ; 978-0-688-4509-5

 

Cowen-Fletcher, Jane.  Mama Zooms, ISBN: 0-590-45775-6

Cutting, Jillian. Grandpa, ISBN: 0-7802-6405-3

Cutting, Jillian. The Family, ISBN: 0-7802-6402-9

Eastman, P.D. Are You My Mother?, ISBN: 0-679-89047-5

Freeman, Don.  A Pocket for Corduroy, 0-670-56172-X

Halpern, Jerald.  Family Time, 0-81723-8234-3

Havill, Juanita. Jamica Tag-along, ISBN: 0-590-44062-4

Hines, Anna.  Daddy Makes the Best Spaghetti, ISBN: 0-440-84498-3

Hudson, Wade.  Jamal’s Busy Day, ISBN: 0-590-45767-5

Hudson, Wade. I Love My Family, ISBN: 0-590-47325-5

Hutchins, Pat.  The Doorbell Rang, ISBN: 0-688-09234-9

Joosse, Barbara M.  Mama, Do You Love Me?, ISBN: 0-87701-759-X

Keane, Sarah.  My Grandma, ISBN: 0-395-74345-1

Keats, Ezra Jack.  Peter’s Chair, ISBN: 0-06-023111-4

King, Susan.  Grandpa Snored, ISBN: 0-7327-1868-6

Mayer, Gina and Mercer. This is My Family, ISBN: 0-307-00137-7

Mayer, Mercer.  Just Grandma and Me, ISBN: 0-307-61893-5

Mayer, Mercer.  Just Me and My Dad, ISBN: 0-307-11839-8

Mayer, Mercer.  Just Me and My Mom, ISBN: 0-307-12584-X

McCloskey, Robert.  Blueberries for Sal, ISBN: 0-590-40923-9

McPhail, David. Sisters, ISBN: 0-15-204659-3

Morris, Ann.  Loving, ISBN: 0-590-47263-1

Pellegrini, Nina.  Families are Different, ISBN: 0-590-46317-9

Rockwell, Anne.  In Our House, ISBN: 0-06-107413-6

Rylant, Cynthia. The Relatives Came, ISBN: 0-590-47790-0

Simon, Nora. All Kinds of Families, ISBN: 0-8075-0282-0

Spinelli, Eileen.  Night Shift Daddy, ISBN: 0-439-22138-2

Super, Gretchen.  What is a Family?, ISBN: 0-8167-2472-5

Tallarico, Tony.  I Love My Family, ISBN: 0-89828-314-0

Traditional. Goldilocks and the Three Bears

Udry, Janice May.  What Mary Jo Shared, ISBN: 0-590-44566-9

Waddell, Martin.  Who Do You Love?, ISBN: 0-7636-2565-5

Williams, Vera B. A Chair for My Mother, ISBN: 0-590-33155-8

Ziefert, Harriet.  Daddy’s Are For Catching Fireflies, ISBN: 0-14-056-553-1

Ziefert, Harriet.  Mommy’s Are For Counting Stars, ISBN: 0-14-056552-3

Ziefert, Harriet. Grandma’s Are For Giving Tickles, ISBN: 0-14-056718-6

Ziefert, Harriet. Grandpa’s Are For Finding Worms, ISBN: 0-14-056719-4

 

 

Recordings/CDs

 

Johnette Downing, Silly Sing Along, Grandpa’s Beard

Jack Hartman, Rhyming to the Beat Vol. 2, Old Mother Hubbard

Jack Hartman, Rhythms and Rhymes

The Learning Station, Music and Movement, Literacy in Motion, Goldilocks and the Three Bears

Raffi, Singable Songs for the Very Young, The More We Get Together

Kidz Up, Favorite Pre-K Songs, Skid-a-ma-rink

 


Unit 5-2:  Families

Study Focus:  Homes

Study Focus Description: The focus of this study is to introduce students to the concept of a home as a place where people live.

Student Understandings: Students will understand that a home is a place where a family can live. Students will understand that people live in different types of homes. Students will understand that homes are made up of rooms.

Guiding Questions:

  1. Can students understand that a home is a place where families live?
  2. Can students understand that homes have addresses?
  3. Can students identify different types of homes?
  4. Can students identify rooms in a home?

Guiding Vocabulary: home, house, apartment, condominium, shelter, trailer, mobile home, house boat, address, road, street, rooms (living room, bedroom, kitchen, bathroom, etc.)

Grade-level Expectations

GLE#

GLE Text and Benchmarks

ELA-1a

Demonstrate understanding of phonological awareness by  manipulating endings of words and nonsense words to make rhyming sounds (PK-LL-L3) (ELA-1-E1)

ELA-1b

Demonstrate understanding of phonological awareness by  manipulating syllables in spoken words (segment/blend) (PK-LL-L3) (ELA-1-E1)

ELA-1d

Demonstrate understanding of phonological awareness by repeating each word in a simple sentence. (PK-LL-L3) (ELA-1-E1)

ELA-3a

Demonstrate understanding of alphabetic principle by identifying own first name in print  (PK-LL-L3) (ELA-1-E1)

ELA-3b

Demonstrate understanding of alphabetic principle by identifying at least eight uppercase or lowercase letters, focusing on those in the student’s name (PK-LL-L3) (ELA-1-E1)

ELA-4

Orally respond to questions using new vocabulary introduced in conversations, activities, stories, or books (PK-LL-L4) (ELA-1-E1)

ELA-5a

Demonstrate understanding of book and print concepts by recognizing that a book has a cover and identifying the cover and title of a book.  (PK-LL-R3) (ELA-1-E2)

ELA-5b

Demonstrate understanding of book and print concepts by holding a book right side up.  (PK-LL-R3) (ELA-1-E2)

ELA-5c

Demonstrate understanding of book and print concepts by differentiating between an illustration and printed text.  (PK-LL-R3) (ELA-1-E2)

ELA-5d

Demonstrate understanding of book and print concepts by recognizing that print is read left-to-right and top-to-bottom.  (PK-LL-R3) (ELA-1-E2)

ELA-6

Relate pictures to characters (PK-LL-R4) (ELA-1-E4)

ELA-7

Role-play using different voices to represent characters in familiar stories (PK-LL-S1) (ELA-1-E4)

ELA-8

Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5)


 

ELA-9

Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5)

ELA-10

 Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6)

ELA-11

Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6)

ELA-12a

Demonstrate understanding of texts read aloud using a variety of strategies by sequencing two or three pictures to illustrate events in a story. (PK- LL-R2) (ELA-7-E1)

ELA-12b

Demonstrate understanding of texts read aloud using a variety of strategies by participating in a group discussion to predict what a book will be about. (PK- LL-R2) (ELA-7-E1)

ELA-12c

Demonstrate understanding of texts read aloud using a variety of strategies by determining whether the prediction was accurate. (PK- LL-R2) (ELA-7-E1)

ELA-13

Identify problems and solutions in stories that are read aloud (PK-LL-R2) (ELA-7-E2)

ELA-14a

Use simple reasoning skills by identifying reality and fantasy in texts read aloud.  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-14c

Use simple reasoning skills by asking simple questions about a story read aloud (e.g., who, where).  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-15

 Use scribble writing, letter-like forms, dictation, or drawing to represent a word or concept (PK-LL-W1) (PK-LL-W2) (PK-LL-W3) (ELA-2-E1)

ELA-16

Orally generate words, ideas, and lists for group writing activities (PK-LL-W3) (ELA-2-E3)

ELA-17

Write informal notes, lists, and letters using scribble writing and/or pictures (PK-LL-W2) (PK-LL-W3) (PK-LL-W4) (ELA-2-E4)

ELA-19

Scribble write or draw a picture of a life experience or response to a text read aloud (PK-LL-W2) (PK-LL-W4) (ELA-2-E6)

ELA-20

Demonstrate consistent top-to-bottom formation for letters or letter-like forms (PK-LL-W2) (ELA-3-E1)

ELA-21

Use words, phrases, and/or sentences to express feelings, ideas, needs, and wants (PK-LL-S1) (PK-LL-S2) (ELA-4-E1)

ELA-22

Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1)

ELA-23

Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2)

ELA-24

Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2)

ELA-25

Retell part of a favorite story (PK-LL-R2) (ELA-4-E3)

ELA-26

Speak about life experiences or topics of interest (PK-LL-S3) (ELA-4-E4)

ELA-27

Actively participate in role-playing, creative dramatics, finger plays, nursery rhymes and choral speaking (PK-LL-R1) (PK-LL-S2) (PK-LL-L3) (PK-LL-L4) (ELA-4-E5)

ELA-28

Listen and orally respond to questions about media, including music and videos (PK-LL-L5) (ELA-4-E6)

ELA-29

Recognize and follow agreed-upon rules for discussing, such as raising one's hand, waiting one's turn, and speaking one at a time (PK-LL-S1) (PK-SE-C1) (ELA-4-E7)


 

ELA-30

Identify a computer mouse and its purpose (i.e., to navigate the screen) (PK-LL-L5) (ELA-5-E1)

ELA-31

Identify and use information that is formatted in a chart or graph, such as a daily schedule (PK-LL-S1) (ELA-5-E6)

M-1

Count by ones to 10 (PK-CM-N3) (N-1-E) (N-3-E)

M-2

Count a set of 5 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (PK-CM-N2) (N-1-E)

M-3

Identify an object’s position as first or last (PK- -G3) (N-1-E)

M-4

Identify numerals 1 to 5 (PK-CM-N5) (N-1-E) (N-3-E)

M-5

Compare sets of objects using the words same/different and more/less/fewer (PK-CM-N1) CM (N-3-E) (N-7-E)

M-6

Use comparative vocabulary in measurement settings (e.g., long/longer, short/shorter, more/less, hotter/colder, heavier/lighter, bigger/smaller) (PK-CM-M3) (M-1-E) (M-2-E) (M-3-E)

M-7

Use words such as day, week, month, schedule, morning, noon, night (PK-CM-M1) (M-2-E)

M-8

Identify rectangles, squares, circles, and triangles using concrete models (G-2-E)

M-9

Sort concrete objects by an attribute (e.g., shape, size, color) (PK-CM-D1) (G-2-E) (D-1-E)

M-10

Use words that indicate direction and position of an object (e.g., up, down, over, under, above, below, beside, in, out, behind) (PK-CM-G3) (G-3-E)

M-11

Recognize and manipulate an object’s position in space (e.g., blocks, assembling puzzles) (PK-CM-G3) (G-3-E) (G-4-E)

M-12

Arrange objects or pictures of objects to make an object or picture graph (PK-CM-D2) (D-4-E)

M-13

Recognize and copy repeated patterns (e.g., concrete objects, songs, rhymes, and body movements) (PK-CM-P1) (PK-CM-P2) (P-1-E) (P-3-E)

SCI-1

Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (PK-CS-I1) (SI-E-A1)

SCI-2

Pose questions that can be answered by using students’ own observations and scientific knowledge (PK-CS-I1) (SI-E-A1)

SCI-3

Use the five senses to describe observations (PK-CS-P3) (SI-E-A3)

SCI-4

Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (PK-CS-I4) (SI-E-A4)

SCI-5

Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (PK-CS-I5) (SI-E-A5) (SI-E-B4)

SCI-6

Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (PK-CS-I5) (SI-E-A6)

SCI-7

Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (PK-CS-I4) (SI-E-A7)

SCI-8

Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (PK-CS-I4) (SI-E-B3)

SCI-9

Sort objects using one characteristic (PK-CS-P2) (PS-E-A1)


 

SCI-10

Determine whether objects float or sink through investigations (PK-CS-P1) (PS-E-A1)

SCI-11

Describe properties of materials by using observations made with the aid of equipment such as magnets, magnifying glasses, pan balances, and mirrors (PK-CS-P4) (PS-E-A2)

SCI-13

Compare the properties of different solids and liquids through observation (PK-CS-P1) (PS-E-A4)

SCI-14

Identify components of simple mixtures (e.g., salt/water, rice/beans, iron filings/sand) (PK-CS-P1) (PS-E-A5)

SCI-15

Demonstrate motion by using students’ own bodies (PK-CS-P3) (PS-E-B3)

SCI-16

Explore the motion of objects by using balls, toy cars, or spinning tops (PK-CS-I2) (PS-E-B3)

SCI-17

Identify different sounds as soft or loud (PK-CS-P3) (PS-E-C1)

SCI-18

Identify selected substances as hot or cold (PK-CS-P2) (PS-E-C3)

SCI-19

Identify parts of the body and how they move (PK-CS-L1) (LS-E-A3)

SCI-21

Distinguish food items from nonfood items (PK-CS-L1) (LS-E-A6)

SCI-22

Learn about animals and plants through nonfiction literature (PK-CS-L1) (LS-E-B1)

SCI-23

Observe and care for pets and plants (PK-CS-L1) (LS-E-B1)

SCI-24

Describe plants and animals in the schoolyard or home environments (PK-CS-L1) (LS-E-C1)

SCI-25

Explore and describe various properties of rocks, minerals, and soils (PK-CS-L2) (ESS-E-A1)

SCI-26

Describe the weather and its daily changes (PK-CS-ES2) (ESS-E-A4)

SCI-27

Describe different types of weather students have experienced and give examples of how daily activities and appropriate attire are affected by weather conditions (PK-CS-ES2) (ESS-E-A4)

SS-1

Identify representations of roads, bodies of water, and buildings in play activities  (PK-CSS-G1) (G-1A-E1)

SS-2

Demonstrate an awareness of the world around them (e.g., provide simple information about a trip the student has taken or where the student lives)  (PK-CSS-G3) (G-1A-E2)

SS-4

Discuss ways people can help each other (e.g., sharing, paying attention, taking turns)  (PK-SE-C1) (C-1D-E4)

SS-5

Participate in patriotic activities  (PK-CSS-C2) (C-1D-E4)

SS-6

Demonstrate an awareness of the uses of money in play activities  (PK-CSS-E1) (E-1A-E3)

SS-7

Demonstrate an awareness of time by using and responding to such words as yesterday, today, and tomorrow  (PK-CSS-H1) (H-1A-E1)

 

 

 

 

 

 

 

 

 

 

 Study Focus

 

Kinds of Homes

My Home

3 Little Pigs

What’s in my home?

Homes around the world

Whole Group Activities

Brainstorm: Homes

ELA 4, 6, 8, 9, 10, 11, 16, 21, 22, 26, 27, 29, SS 2

Read: This Is The Place for Me

ELA 4, 5a, 6, 8, 9, 10, 11, 12b, 12c, 13, 21, 26, 29, SS 2

Story Chain: The 3 Little Pigs

ELA 6, 7, 12a, 21, 22, 24, 25, 27, M 13

Word Grid:

Things in a home

ELA 4, 23, 24, 31, SCI 9, SS 2

Read: Homes Around the World

ELA 4, 5a, 6, 8, 9, 10, 12b, 12c, SS 2

Morning Circle Time

ELA 1d, 3a, 3b, 4, 21, 22, 26, 27, 28, 29, 31;

M 1, 3, 4, 5, 7, 13;

SCI 26, 27; SS 4, 5, 7

Do you live in an apartment?

Do you know your address?

Is your house made of bricks?

Is there a fireplace in your home?

Have you been inside a teepee?

Storytime

Suggested alternative story titles are listed in the bibliography.

ELA 1a,1b, 1d, 4, 5a, 5b, 5c, 5d, 6, 7, 8,  9, 10, 11, 12b, 12c, 14c, 25,  29

A House is A House for Me

My Building

Building A House

Goodbye House

Alphabet Under Construction

Small Group Activities

Shape houses

ELA 21, 22, 23, 24, M 8, 10, 11, SS 1, 2

Learning Log:

Draw Your Home

ELA 4, 15, 19, 21, 22, 24, 26, SS 1, 2

Graph:

What kind of house would you build?

ELA 4, 6, 11, 13, 15, 21, 24, 31, M 2, 5, 12

Build 3-D houses

ELA 21, 23, 24, M 8, 10, 11, SCI 3, SS 1, 2

Sort Objects by Room

ELA 21, 23, 24, SCI 9, SS 2

Music and Movement

use household objects for rhythm instruments: spoons, spatulas, pans, pots, pot lids, etc.

Field Experiences/

Guest Speakers

neighborhood walk to look at homes


 

 Study Focus Activities for Learning Centers that can be incorporated into your existing center activities.  Remember any center activity that you can do indoors, could be done outdoors!

Language/Literacy

ELA 3, 15, 17, 20, 24

Introduce letters to students in various multi-sensory ways. Sample activities are indicated below. Adjust the activities by inserting the letter(s) that is (are) being introduced and changing the letter(s) as needed.

Can you find the letter?

Letter symbols

Sand Letters

Letter rubbings

Playdough letters

Letter jars

Dot letters

Letter puzzles

 

Gel board

Letter game

Math

M 1, 2, 4, 5, 6, 8, 9, 12, 13

 

Number Relations

Piece of construction paper with streets drawn on it, plastic house counters, and spinner.  Have students spin and count the correct number of houses onto the street mat.

Measurement

Build houses in the block area. Compare sizes of homes and discuss how many people could live in a home that size.

Geometry

Have students make houses from craft sticks. Discuss the shapes used to make the craft-stick house.

Data Collection

BLM Graph:

Where do you live?

Patterning

Have students copy, extend or create patterns using craft sticks or toothpicks. For example by having the sticks turned tall, wide, tall, wide, tall…

Science

SCI 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 22, 23, 24, 25,

ELA 5a, 5b, 5c, 5d, 17, 21, 22, 24, 26, 31

M 6, 9, 11,

SS 4

learning logs and  writing tools, nonfiction books relating to current study

add pulleys, fulcrums, and levers along with things to move using these simple tools

samples of some building materials such as a brick, piece of vinyl siding, shingle, paint samples to examine and compare

furniture fabric swatches to feel and compare textures

Gross Motor

ELA 23, 24

M 11, 13

SCI 15, 16

SS 4

walking a balance beam,

hammering golf tees into Styrofoam® blocks


 

Blocks

ELA 15, 17, 20, 23, 24

M 1, 2, 3, 5, 6, 8, 9, 10, 11

SCI 3, 9,16,

SS 1, 2, 4

writing tools, paper, and tape for making student-made signs and labels

pictures and/or blueprints of buildings

hard hats

pretend tools

cell phones

carpenters pencils and notepads

Manipulative/

Table Games

ELA 23, 24

M 1,2,3,4,5,6,8, 9,10,11,13

SCI 9

SS 4

Lego® bricks and construction sets such as Lincoln Logs®, Tinker Toys®, etc.

Using small Lego® bricks and construction paper houses, have students practice counting bricks.

Using a die or spinner, students can count out the number of bricks based on the numeral spun or tossed. The teacher can identify the paper houses with numerals 1 – 10 and have students count out the corresponding number of bricks for each house.

Doll house furniture or pictures of furniture for students to sort according to the rooms where they are usually found.

 

Computer

ELA 30

A variety of selected games/activities based on available technology and student needs

http://www.billybear4kids.com/games/stickers/dolhouse/IEStickers.html

Art

ELA 23, 24

M 5, 6, 8, 9, 10

SCI 3, 13, 14

SS 4

rubbings off bricks, siding, shingles, etc.

3D constructions using small boxes, wood scraps, and Styrofoam® blocks

print making with household items such as potato masher, fork, slotted spoon, dish scrubber, etc.

Sensory

ELA 22, 23, 24

M 5, 6, 10

SCI 2, 3, 10, 13, 14

SS 1, 4

Sand:

damp sand with sand castle molds

Water:

paint brushes and small pieces of plywood or boards

Music

ELA 27, 28

M 1,  2,  3,  4, 10, 11, 13

SCI 15, 17, 19

SS 4

CD player and CDs, previously introduced musical instruments

Some featured songs:

The 3 Pigs Blues – Greg and Steve

Bringing Home a Baby Bumblebee, Couch Potato Pokey, Mulberry Bush, Little Jack Horner – Dr. Jean

Dramatic Play

ELA 7, 21, 22, 23, 24, 27

M 1, 2, 5, 6, 7, 10, 11

SCI 3, 15, 17, 18, 21, 26, 27

SS 2, 4, 6, 7

In addition to the regular housekeeping center, add one or more of the following:

Carpenter Prop Box: hammers and golf tees to hammer into Styrofoam® blocks, paint brushes and empty buckets, pretend tool belt and construction tools, tape measures, carpenters’ pencils and paper for drawing blueprints, hard hats

Post Office Prop Box: postal carrier costume, tote bags for mail bags, index cards, envelopes, greeting cards, stationery, scale for weighing letters and packages, cash register, stamps(stickers), small boxes, tape, etc.

Books and Listening Center

ELA 1a, 1d, 3a, 5a, 5b, 5c, 5d, 6, 7, 10, 11, 12a, 14a, 14c, 21, 22, 23, 24, 25, 26, 27, 29

SS 2, 4

A variety of books and recordings related to the study focus; puppets, flannel board and/or magnetic board figures; class-made books

The 3 Little Pigs flannel board set (www.preschoolprintables.com/felt/3pigs/feltping.shtml)

The 3 Little Pigs puppets and/or masks

house plan magazines and sales ads for homes

Writing

ELA 3a, 3b, 15, 16, 17, 19, 20

M 11, 13

SS 4

blank books; paper in a variety of colors and sizes; student name cards; variety of writing tools such as: pencils, colored pencils, crayons, markers

may add Post Office props here (see Dramatic Play)

word cards for different types of homes;

 

Whole Group

Whole Group Activity 1: Brainstorm Kinds of Homes (GLEs: ELA 4, 6, 8, 9, 10, 11, 16, 21, 22, 26, 27, 29, SS 2)

 

Materials List: Houses by Marcia Fries, chart paper, marker

 

Prior to the lesson, make a circle map graphic organizer similar to the example shown:

             

 

Oval: homes
 

 

 

 

 

 

 

 


Open with fingerplay:             Two little houses, closed up tight. (closed fists)

                                                Let’s open the windows and let in some light. (open fists)

 

Read the book, Houses, pausing where appropriate for comments and questions. Ask students to think about their own homes. Ask them to brainstorm (view literacy strategy descriptions) and tell what they know about homes. Record students’ brainstormed responses in a circle map

graphic organizer (view literacy strategy descriptions) with the word Homes written in the inner circle. Keep the chart for referencing back and adding newly learned information as the unit progresses.

 

Close by telling students they are going to spend the next few days learning about the many different kinds of homes in which people live. Repeat the fingerplay from the opening.

 

Accommodations: Ask guiding questions and use verbal prompts to assist students having trouble contributing to the brainstorming activity.

 

 

Whole Group Activity 2: My Home (GLEs: ELA 4, 5a, 6, 8, 9, 10, 11, 12b, 12c, 13, 21, 26, 29, SS 2)

 

Materials List: This is the Place for Me, pictures of different kinds of homes from around the world

 

Open with fingerplay: Where I Live

                                                Some people live in big houses. (stretch arms out wide)

                                                But some people’s houses are small. (bring arms in close together)

                                                People live in mobile homes. (move arms around in wheel motions)

                                                Or in apartments so tall. (stretch up on tip toes while reaching arms above head)

                                                But I think the place where I live (point to self)

                                                Is the best place of all! (smile, thumbs up)

 

Using a modified DRTA strategy (view literacy strategy descriptions), introduce the story by asking students what they think the story will be about. Encourage students to use front cover illustrations and the title of the story to help them predict the story plot. Read the story aloud, pausing where appropriate for questions and comments. Use guiding questions and comments to lead students to recognize story cues that can help them to better comprehend the story and its outcome. Following the story, ask students if the story was what they were expecting and if they were surprised about where the bear ended up living.

 

Close by asking students to tell what kind of home they live in.

 

Accommodations: None needed

 

 


 

Whole Group Activity 3: Story Chain The Three Little Pigs (GLEs: ELA 6, 7, 12a, 21, 22, 24, 25, 27, M 13)

 

Materials List: The Three Little Pigs, flannel board pieces for the story (commercially made or download from www.preschoolprintables.com/felt/3pigs/feltping.shtml), The Three Pigs Blues song from by Greg and Steve

 

Open with song, The Three Pigs Blues.

 

Tell/read the story while using the flannel board pieces to illustrate. Encourage students to join in the story. After telling the story, divide the class into 4 groups so that they can participate in a modified story chain activity (view literacy strategy descriptions). As the story is retold by the students, have each group act out the parts of each of the three pigs and the wolf. If time and interest permits, rotate the groups so that every child has an opportunity to play each part in the story. Stress the importance of telling the story in the correct sequence and repeating the correct lines in the story with good oral expression. Leave the flannel board pieces and flannel board out for students to use for retelling the story during centers.

 

Accommodations: Provide oral prompts to students having difficulty recalling the correct lines to say and to those having difficulty recalling the correct sequence of the story.

 

 

Whole Group Activity 4: Things in a Home (GLEs: ELA 4, 23, 24, 31, SCI 9, SS 2)

 

Materials List: word grid on chart or poster board, red (NO) and green (YES) response cards

 

Prior to the lesson, prepare a word grid similar to the one below:

 

Kitchen

Bedroom

                                

Bathroom

Living Room

                  Stove               

 

 

 

 

                   Bed                

 

 

 

 


 

                   Sink                  

 

 

 

 

                  Table                 

 

 

 

 

                   Sofa                  

 

 

 

 

 

Discuss with students what kinds of things we might find in the different rooms of our homes. Use a word grid (view literacy strategy descriptions) strategy to help students organize information. Show students the word grid and response cards. Explain that they are going to look at each piece of furniture and decide if it is found in each room or not. Give each student an opportunity to respond by attaching a yes or no response card on the word grid. After the word grid is completed, review the information with the group.

 

Accommodations: Assist students having difficulty determining whether an item belongs in a certain room by using guiding questions. Assist students with motor challenges to properly affix the response cards to the grid.

 

 

Whole Group Activity 5: Homes Around the World (GLEs: ELA 4, 5a, 6, 8, 9, 10, 12b, 12c, SS 2)

 

Materials List: Homes Around the World (book)

 

Using a modified DR-TA strategy (view literacy strategy descriptions), display the book cover and ask students to predict what the book could be about. Ask students to tell why they believe that’s what the book will be about. Read the title of the book and allow students to continue to make more predictions about the book. Read the book aloud, pausing where appropriate to allow for comments and questions and to check students’ predictions. Throughout the reading, guide students to pay attention to the illustrations as well as the words to help them understand the information in the book. Following the reading, allow time for students to comment on the different kinds of homes they learned about.

 

Close by having students tell which kind of home they liked the best.

 

Accommodations: None needed

 


 

Small Groups

 

 

Small Group Activity 1: Shape Houses (GLEs: ELA 21, 22, 23, 24, M 8, 10, 11, SS 1, 2)

 

Materials List: black construction paper (one per child), pre-cut brightly colored construction paper shapes (triangles, squares, rectangles, circles, etc.), glue, pictures of different types of homes

 

Display the pictures of homes and discuss with the students the shapes they see in the pictures. Give each student a piece of black construction paper. Put the collection of brightly colored pre-cut shapes in the middle of the table and encourage students to select the shapes they would like to use to make a house on the black paper. Have students manipulate the shapes on the black paper into the design they would like for their house. Once students have decided on their shape house design, have them glue the shapes into place on the black paper.

 

Accommodations: Assist students having trouble identifying shapes by prompting them or getting another student to share the shape names with them. Assist students with motor challenges to move the shapes and use the glue to create their picture.

 

 

Small Group Activity 2: Draw Your Home (GLEs: ELA 4, 15, 19, 21, 22, 24, 26, SS 1, 2)

 

Materials List: This is the Place for Me, white copy paper (one per child); markers, colored pencils, and/or crayons

 

Recall the story This is the Place for Me read during whole group activity. Tell students to think about their own homes and what their homes look like. Give each student a piece of paper to create a learning log (view literacy strategy descriptions) drawing of their own homes. Encourage students to visualize the colors, shapes and objects on and around their homes and to draw those on the learning log page. After students are finished with their drawings, ask them to tell you why their home is the best place for them or what they like about their homes. Write student-dictated responses on their learning log pages.

 

Accommodations: Assist students having trouble telling about their homes through guided questioning. Provide a variety of writing/drawing tools to accommodate a range of fine motor skills and to stimulate interest in completing the learning log page.

 

 


 

Small Group Activity 3: What Kind of House Would You Build? (GLEs: ELA 4, 6, 11, 13, 15, 21, 24, 31, M 2, 5, 12)

 

Materials List: graph, house shapes, tape

 

Prior to the lesson, create a graph similar to the illustration below:

 

What Kind of House Would You Build?

 

 

 

 

 

 

 

 

 

 

 

Straw

Stick

Brick

 

 

Recall the story of The Three Little Pigs read at earlier at group time. Discuss the sequence of the story and what happened to each kind of house in the story. Have each student write his/her name on a paper die cut house. Ask students to think about what kind of house they would build and put their house shape on the graph above the kind of house they would build. At the next whole group gathering, review the graph with the class before posting the graph where students can look back at it.

 

Accommodations: Assist students having trouble recalling the story by having the book or flannel board characters handy and reviewing the story. Assist students having trouble writing their names.

 

 


 

Small Group Activity 4: Build 3-D Houses (GLEs: ELA 21, 23, 24, M 8, 10, 11, SCI 3, SS 1, 2)

 

Materials List: wood glue or school glue thickened with a little flour, paper plates or pieces of cardboard, craft sticks, spools, Styrofoam pieces, small cardboard boxes, wood scraps, etc.

 

Put building materials out for students to see and explain that they are to use the materials to create a house of their own. Explain that, first, they are to take their choice of building materials and position it on their own paper plate or cardboard mat to create a building/house. Give each student a paper plate or piece of cardboard to serve as a base and have the materials accessible but hold the glue until students have manipulated the materials and have taken time to plan their buildings. Once a student has arranged his/her materials and is ready to glue the pieces in place, make the glue available for use. Encourage students to build up and out with the materials. Guide students through questions and suggestions using terms such as walls, roof, doors, windows, foundation and other building terms. Provide space for students to save their work and come back to it to add more details.

 

Accommodations: Assist students with using glue. Assist students having trouble with balancing and holding materials in place.

 

 

Small Group Activity 5: Sort Objects by Room (GLEs: ELA 21, 23, 24, SCI 9, SS 2)

 

Materials List: Pictures of rooms in homes (bedroom, bathroom, kitchen, living room, laundry room), small objects or pictures of things from each of the pictured rooms, such as stove, spatula, cooking pot, bed, pillow, alarm clock, toilet, bath soap, wash cloth, sofa, television, lamp, detergent bottle/box, washer, dryer sheets box, etc.

 

Display the pictures and the collection of objects/pictures of objects. Tell students, “We need to put all of these objects away. Help me figure out where each object belongs.” Hold up each object or picture of an object and ask students to decide into which room it goes. After all students have had a chance to participate, leave materials accessible for students’ use during centers.

 

Accommodations: Accept multiple possibilities for where objects may belong based on the students’ own experiences.

 


Sample Assessments

 

General Guidelines

 

Documentation of student understanding will be recorded by the teacher through observation, notes, and anecdotal records as well as student-generated products. These items will be dated and kept in the form of portfolio assessment.

 

General Assessments

·         Photos, audio tapes, or videotapes to record student behaviors

·         Student products

·         Checklists for recording student behaviors, understanding and skills

·         Teacher observations

·         Anecdotal records

 

Activity-Specific Assessments

 

·    Whole Group Activity 3: Assess the student’s ability to retell a story in sequence.

 

·    Small Group Activity 1: Assess shape identification skills for each student.

 

 

Resources

Children’s Books

 

Ahrens, Robin Isabel. My Building. ISBN 0-439-19985-9

Asch, Frank. Goodbye House. ISBN 0-671-67927-9

Barton, Byron. Building a House. ISBN 0-688-09356-6

Berenstain, Stan and Jan. Home Sweet Tree. ISBN 0-89577-732-0

Boelts, Maribeth. Little Bunny’s Cool Tool Set. ISBN 0-8075-4585-6

Brown, Mark. There’s No Place Like Home. ISBN 0-8193-1125-1

 

Brown, Margaret Wise. Good Night Moon. ISBN 0-06-020705-1

Burton, Virginia. The Little House. ISBN 0-395-25938-X

Canizares, Susan and Samantha Berger. Building Shapes. ISBN 978-0-439-04585-1

Chessen, Betsey and Pamela Chanko. Buildings. ISBN 0-978-0-439-04584-3

Cowley, Joy. Houses. ISBN 1-55911-159-3

Dunsmuir, Tom. There’s No Place Like Home. ISBN 0-307-23145-3

Edwards, Pamela Duncan and Henry Cole. Livingstone Mouse. ISBN 0-06-443508-3

Fleming, Denise. Alphabet Under Construction. ISBN 978-0805081121

Gibbons, Gail. Tool Book. ISBN 0-8234-0694-6

Gibbons, Gail. How a House is Built. ISBN 0-590-44940-0

Hindley, Judy. Once There Was a House. ISBN 0-394-88772

Hoberman, Mary Ann. A House is a House for Me. ISBN 0-590-45306-8

Hutchins, Pat. Changes, Changes. ISBN 0-590-45965-1

Jackson, Mike. Homes Around the World. ISBN 0-8114-3741-8

Kitchen, Bert. And So They Build. ISBN 1-56402-502-0

Mayer, Mercer. Little Monster at Home. ISBN 0-307-03933-1

Morris, Ann. Tools. ISBN 0-688-16165-0

Rice, Dona Herweck. Time for Kids: Homes. ISBN 0-7439-8521-4

Rice, Dona Herweck. Time for Kids: Places Around the World. ISBN 0-7439-8535-4

Rockwell, Anne. In Our House. ISBN 0-06-107413-6

Sieg, Theo. Come Over to My House. ASIN: B000NZ8LO4

Suen, Anastasia. Raise the Roof! ISBN 978-0670892822

Weinberger, Kimberly. My Saw. ISBN 0-439-29500-9

Ziefert, Harriet. A Clean House for Mole and Mouse. ISBN 0-590-44508-1

Recordings/CDs

Dr. Jean: Dr. Jean Sings Silly Songs,

Dr. Jean: Is Everybody Happy?,

Dr. Jean: Nursery Rhymes and Good Ol’ Times,

Dr. Jean: Dr. Jean and Friends,

Dr. Jean: Just for Fun

Greg and Steve: Playing Favorites

Website Resources

www.preschoolprintables.com/felt/3pigs/feltping.shtml