reflect - savvas

5×5 On the Go!

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Social and Emotional Learning rules

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CHECK FOR UNDERSTANDING

IF . . . a child has trouble identifying the rules to follow during Circle Time,

THEN . . . display the SEL Card: rules again and ask what the teacher and students are doing.

✓

On the Go!

Reflect10 minutes

Describe Actions Have children look at the picture and what the family is doing. Have you ever been in a boat? Ask children to share either a real or pretend story about riding in a boat.

SEL Social and Emotional Learning

Rules Encourage children to reflect on the classroom rules. Let’s look at this picture. It looks like these children are getting ready for Circle Time. Do we have any rules about what we do in Circle Time? Sometimes we may need to add a rule. Is there a new rule we should follow during Circle Time? Maybe we can add a rule to stand when we have something to share during Circle Time. Have children share any rules they think are needed. During the discussion, notice if children are following the rules you have already established, such as sitting quietly and listening to others speak. Gently remind them of the rules when needed.

SEL Let’s Talk About ItTell children that it is time to reflect on their morning and what they learned.

• Remind children of the rules we follow when we hold Javi. Model using the appropriate tone and language for reflection time. When someone is holding Javi, they get to speak. They speak loud enough for us all to hear. Everyone else should be quiet and listen.

• Who wants to share about the different types of transportation we learned about? Prompt children to recall cars, trucks, buses, boats, and planes. As children take turns reflecting, if necessary, remind them to speak loudly enough for everyone to hear, to use appropriate titles when referring to teachers and other adults, and to use first names when talking about their friends.

• Have children reflect on the letter of the day. Who can make the sound the letter Q spells?

Learning OutcomesThe child• follows classroom rules with occasional

reminders from teacher.

• matches language to social contexts.

DIFFERENTIATED SUPPORT

Extra Support

Let’s Talk About It Provide children with a variety of toy vehicles, such as a car, truck, bus, ship, plane, and train. Have the children hold and examine each type of transportation. TACTILE

What You Need• 5×5 Card: Types of Transportation

• SEL Card: rules

• Javi

Theme Vocabularytransportation

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5×5 Earth, Moon, and Sky


Social and Emotional Learning same or different?


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Earth, Moon, and Sky


IF . . . a child is not able to produce complete sentences,

THEN . . . scaffold with this question and sentence frame: What is this child feeling? This child is feeling _____. I know because _____.

✓

Reflect10 minutes

Respond to Questions Point to the tree in the picture. What is this child swinging on? Tell children that trees help us. Explain how trees keep us cool, give us fruit, and soak up too much rain and dirty air. Why should we plant trees? Notice that children are answering with appropriate responses. Ask the rest of the children to show a thumbs up or thumbs down if they agree with the child’s answer.

SEL Social and Emotional LearningWe Think Differently Draw attention to the pictures on the SEL Card same or different? to help children understand that others can have perspectives different from their own.

• Point to the two children who have different expressions. What is this child feeling? How can you tell? What is the other child feeling? How can you tell?

• Help children experience the context of different perspectives. Pair up children and have pairs sit on the floor back to back. Say: The children on the card are seeing something differently. We all see things differently, and that’s OK. I want you to take turns describing to your partner what you see. Then we will trade places. After children have described what they see, help them understand that there are good reasons why we don’t all have the same perspective on everything.

SEL Let’s Talk About ItTell children that it’s time to reflect on what they did today.

• We drew trees and learned about what covers Earth. One of my favorite things we did today was touching rocks, sand, and soil.

• Have children form a circle and take turns sharing their favorite activity. Remind children that it’s OK for them to have different favorites.

Learning OutcomesThe child• demonstrates an understanding that

others have perspectives that are different from her own.

• shows understanding by responding appropriately.


ELL5 x 5 To reteach vocabulary, display the Picture Card tree. This is a picture of a tree. Say the word with me: tree. Let me hear you say it without me: tree. Repeat with Picture Cards apple and fruit. VISUAL

What You Need• 5x5 Card: All About Trees

• SEL Card: same or different?

Concept Vocabulary

Academic Vocabulary

air

rocks

soil

sand

Earth

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5×5 Earth, Moon, and Sky


Social and Emotional Learning same or different?


Earth, Moon, and Sky

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Reflect10 minutes

Movement Have children coordinate a sequence of movements to perform the following task. Point to the parts of the tree in the picture.

• This is the trunk of the tree. It is tall and straight. Demonstrate by standing with shoulders back, hands at sides, and head up. Have the class stand and copy your pose. These are the branches of the tree. Stretch your arms out like branches of a tree.

• Tell children that some trees have leaves that fall. Have children pretend that their hands are like leaves falling from the tree. Explain how the roots of the trees are under the ground in the earth. Have children wriggle their toes like the roots of a tree.

SEL Social and Emotional LearningWe Think Differently Draw attention to the pictures to help children understand that others can have perspectives different from their own.

• Model how to use words to express preferences. In the second picture, the children don’t feel the same about something, and that’s just fine. Let’s pretend they don’t feel the same about playing a game. Say: This girl likes to play tag, and this boy does not like to play tag.

• Have children use words to express others’ preferences. Turn to a friend to find out if your favorite games are the same or different. Have children use a sentence frame to express preferences: I like to play ___, and my friend likes to play ___.

SEL Let’s Talk About ItTell children that it’s time to reflect on what they learned and did today. Pass Javi around to each child. Have children take turns talking about what they learned or did today.

Learning OutcomesThe child• demonstrates an understanding that

others have perspectives that are different from her own.

• coordinates sequence of movements to perform tasks.

What You Need• 5×5 Card: All About Trees

• SEL Card: same or different?

• Javi

Theme Vocabulary

Concept Vocabulary

earth

roots ground


IF . . . a child is not able to identify a time when they felt differently from a friend,

THEN . . . prompt with questions about preferences, such as: Do you and your friend both like to paint? play outside? read books?

✓


3-Year Olds

We Think Differently Younger children might have difficulty understanding that others have different perspectives than they do. Remind them of yesterday’s question of the day. Did everyone want to be as tall as a tree? We are all different!

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Vocabulary Earth, Moon, and Sky

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WEEK 3 DAY 4

Concept VocabularyReview Remind children of the weekly question How can we describe the moon? Display Vocabulary Cards full and orbit. This word means the path the moon travels around Earth. What is my word? Hold up two cards and give children clues for one of the words (full, crescent, half, phases, orbit). Have children identify the word. Repeat until each word has been used at least once.

Alphabet KnowledgeReview Xx /ks/ Display Alphabet Card Xx. Have children say the letter name and the letter sound.

Language and CommunicationIntonation Have children investigate the intonation of language. We can read the story Twinkle, Twinkle, Little Star. Or, we can sing the words instead. I’m going to sing each line and I want you to repeat after me. Are you ready? As you turn the pages of the book, sing each line and encourage children to echo you.

• Replace the familiar words in the story with a nonsense syllable, such as la or ba.

Writing as a ProcessRevising Display the paper on which you have recorded the class-made draft about how the moon changes. As you read the story aloud, use questions such as the following to guide children to revise the story to make it better. As children suggest changes, record them.

• Are there any details we can add to make the story better?

• Is there anything we can take out to make the story easier to understand?

• Does the order sound right and make sense? Do we need to change the order of events, or what is happening?

• Is there anything that you want to say in a different way?

Literacy Circle15 minutes

Transition

Have children stand up and stretch. Ask them to participate in the fingerplay.

Touch your nose. (touch nose)Tap your toes. (tap toes)Stamp your feet. (stamp feet)Take a seat! (sit down)

Academic Vocabulary

Theme Vocabulary

Concept Vocabulary

sound

moon

full

half

orbit

crescent

phases


IF . . . children have difficulty understanding the Concept Vocabulary,

THEN . . . provide them with additional support. Display Vocabulary Card full. This picture shows a full moon. A full moon looks like a circle. Continue with the other words.

✓

A Big Mooncake for Little Star 125


WEEK 3 DAY 5

Concept Vocabulary

Academic Vocabulary

Theme Vocabulary

Concept VocabularyCheck for Understanding To ensure children can demonstrate understanding of the meaning of 3,000 to 4,000 words by the end of prekindergarten, monitor the responses of individuals to the following prompts: When the moon is full, what does it look like? Is a half-moon bigger or smaller than a full moon? What does a crescent moon look like? Name one of the phases of the moon. What does it mean for the Earth to go in an orbit around the sun?

Alphabet KnowledgeReview Yy /y/, Ee /e/, Xx /ks/ Review with children the letters Yy, Ee, and Xx. Display an Alphabet Card and have children skywrite the uppercase and lowercase letter. Then have them tell the sound each letter spells. For letter X, focus only on the final /ks/ sound.

Phonological AwarenessRhyming Words Reread “The Changing Moon.” Have children identify the rhyming words. When children recognize a pair of rhyming words, have them make a noise, such as clapping their hands or stomping their feet. When you hear the noise, stop reading and ask children to name the rhyming words.

Writing as a ProcessRevising and Editing Display the draft of the story about the moon that the class has been writing as a group. Model how to revise and edit the draft by reading for sense and checking for punctuation and uppercase letters. Read aloud sentences and tell children that for our writing to make sense, our sentences need to be in the right order. Read through the draft and have children make sure the sentence order makes sense. Then read the draft again and have them suggest edits necessary for conventions to the class-made draft. After all revisions and edits are made, copy the final version of the story for the children to illustrate and take home.

Literacy Circle15 minutes

Transition

Have children stand and move around the room. Call them back to the circle to complete the fingerplay.

Reach up high. (reach up)Reach down low. (reach low)Turn to the right. (turn to the right)Turn to the left. (turn left)Sit on the floor. (sit down)Hands in lap. (hands in lap)

full

crescent

orbit

half

phases

change

re-enact

compare

describe

retell

punctuation

moon sun


IF . . . children have difficulty identifying rhyming words,

THEN . . . show them Picture Cards for two words that rhyme and a third word that does not. Have them identify the pair of rhyming words.

✓

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Vocabulary Earth, Moon, and Sky

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A Big Mooncake for Little Star 133


WEEK 4 DAY 1


3-Year-Olds

Shape Walk Pair a younger child with an older child and have the older child guide the younger child during the shape walk. KINESTHETIC

Learn and Play90 minutes

Let’s MoveShape Walk Take children on a walk around the school to look for squares so they can name this common shape.

• When children see a square, have them shape their hands into a square and whisper, “square!”

• Gather the other children around and have them quietly count the sides and corners as you point.

Shape Find Spread a set of attribute blocks on a table or carpet.

• Ask a volunteer to find a square and show it to the group.

• Hold up the square and ask children to count as you point to its sides and corners.

Let’s TalkBehavior Reflect on the Shape Walk. Talk to children about matching their language to social contexts. We use different voices based on the kind of activity. During the Shape Walk, you used your quiet voices. You whispered when you found a square. You spoke quietly as you counted sides and corners. When can you use your loud voices? That’s right! When you play outside, you can use your loud voices.

Have children demonstrate matching language to social contexts. Give examples of different social contexts, and have volunteers demonstrate how their language would change in each context. Show me how you would ask me for a tissue during Rest Time. Show me how you would ask a friend to join a game. Show me how you would ask for another serving of carrots.

SEL Let’s ReadChildren’s Choice Present some of the books children have enjoyed. Then have them choose which one they would like to read together.

Your Turn to Read Display pages of your choice from Rain, Rain, Go Away. Ask children to tell what they see by describing the pictures in their own words.

Center Time30 minutes

Refer to Centergize for ideas on refreshing Theme Centers and what children can do in Choice Centers.

Rest Time30 to 45 minutes

Watching Insects Ask children to settle down and come to the floor. Let’s rest our heads on our hands. Model this for children if needed. Let’s imagine we’re looking out a window watching insects visit flowers and plants. I see a butterfly sitting on a flower. What do you imagine you see?

sunlight

sun

light

heat

sky

weather changes

summer

Academic Vocabulary

Theme Vocabulary

Concept Vocabulary

Summer Days and Nights 151


reflect - savvas

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