Costello Building Blocks- Weekly Happenings: March 9-13, 2015

Description
Plan-DoReview

Small
Group
Activities

PLANNING Time, WORK Time, RECALL Time

This three-part sequence is unique to the HighScope Curriculum.
Occurring daily, it includes a 10- to 15-minute period during which
children plan what they want to do during work time (the area to visit,
materials to use, and friends to play with); a -minute work time for
children to carry out their plans (or shift to new activities that interest
them); and another 10- to 15-minute period for reviewing and
recalling with an adult and other children what they've done and
learned.
1.

Self Portraits

Children drew self portraits of themselves (they were encouraged

to really think about what they knew about themselves, what
color their hair, eyes, etc. are, what other things are on their
bodies (arms, legs, ears, mouth, nose, etc.). Children could use
mirrors to observe themselves if they needed.
2.

3.

KDIs

Approaches to Learning: initiative, planning, engagement, problem solving, use of

resources, reflection

Social/Emotional: self-identity, sense of competence, emotions, empaty,

community, building relationships, cooperative play, moral development, conflict
resolution

Social/Emotional:, self-identity
Physical: fine motor, body awareness
Language: comprehension, speaking, vocabulary
Math: number words and s symbols, counting, shapes, spatial awareness, data
analysis
Creative: art
Science: observing, classifying, communicating ideas, natural and physical world

Last Name Writing- In large group we began learning about

last names. Each childs last name was printed out with their
letter link next to it. During group time we went through
each last name and every child had a chance to tell us their
last name and what letter it started with. During small group
time, the children were given their last name print out and
practiced writing it. Children will continue to practice this as
they begin to add their last name to their papers and work
along with their first names.

Animal & Seasons Sorting

Animals- Toy animals from various regions of the world were mixed
up in a paper bag. Children took turns pulling an animal from the bag
and placed it in the appropriate category (Arctic, Grassland, Forest,
Ocean). Children and teachers discussed why each animal lives where
it does and why its important for it to live there as opposed to other
regions (ex. Why a penguin doesnt live in the grasslands).
Seasons- Various items representing each season were placed into
paper bag and mixed up. Children took turns pulling an item from the
bag and placing it in the appropriate season category (Fall, Winter,
Spring, Summer). Children and teachers discussed why each item is
placed where it is and why it is best suited for that season (ex.
Mittens belong in winter rather than summer..why?)

Social/Emotional:, self-identity
Physical: fine motor, body awareness
Language: comprehension, speaking, vocabulary, writing, alphabetic knowledge,
phonological awareness
Science: observing, classifying, communicating ideas

Physical: fine motor skills

Language/Literacy: comprehension, speaking, vocabulary, concepts about print
Math: counting, part-whole relationships (sorting), spatial awareness, data
analysis
Science: observing, classifying, drawing conclusions, communicating ideas, natural
and physical world
Social Studies: geography

Costello Building Blocks- Weekly Happenings: March 9-13, 2015

4.

Magnet Exploration-

Each child received a basket filled with items, some magneticsome

not magnetic. Each child was given a magnet and as given time to
explore their basket of items. Children sorted their items into two
categories magnetic and not magnetic. The children discovered
some really neat things with their magnets such as how to twirl
certain magnetic items without actually touching the magnet to it and
how one side of the magnet pushes things away while the other end
pulls items to it!
5. Third Grade Buddy Writing Activityrd
One Friday a month we have the opportunity to meet with 3 grade
buddies from Mrs. Tessoffs class. Today we knew in advance that our
buddies would be coming to read us stories that they had personally
wrote. We decided that it would be nice to have something for them
too so we drew them a picture and answered the statement I like my
buddy because. The teachers helped with the dictation portion
and children were encouraged to practice their writing by using the
teachers writing as a guide.
Large
Group

Physical: fine motor skills

Language: comprehension, speaking, vocabulary,
Math: counting, part-whole relationships, spatial awareness, data analysis
Science: observing, classifying, experimenting, predicting, drawing conclusions,
communicating ideas, natural and physical world , tools and technology

Physical: fine motor

Language: comprehension, speaking, vocabulary, alphabetic knowledge, writing
Creative: art
Science: communicating ideas
Social Studies: diversity, community roles

Approaches to Learning: engagement

Social/Emotional: sense of competence, community
Creative Arts: music, movement, appreciating the arts
Physical: gross motor skills, fine motor skills, body awareness
Language/Literacy: comprehension, speaking, vocabulary, phonological
awareness
Math: number words and symbols, counting, part-whole relationships
Social Studies: diversity

Songs, Fingerplays & Activities:

Song
Silly Willies
5 Little Fish
Dino Stomp
The Days of the Week
Birthdays
Scamper
The Letter Sound Listening
Game
Listen and Move
Put Your Finger On
Your Face

Costello Building Blocks- Weekly Happenings: March 9-13, 2015

Literature:

Book Title
Ten Apples Up On Top
Froggys Worst Playdate
If You Give a Mouse a Cookie
The Cow that went Oink
Big Red Tub

Author
Dr. Seuss
Jonathan London
Laura Numeroff
Bernard Most
Julia Jarman

I Went Walking
Marvin Get Mad
Green Eggs & Ham

Sue Williams
Joseph Theobald
Dr. Seuss

Sensory
Table

Play Doh
Play doh tools & cutters

Activity
Table

Animal Sorting by RegionAfter doing the activity at small group, the activity was placed on the
activity table for use during worktime throughout the week.
Toy animals from various regions of the world were placed in a
basket. Children took the animal from the basket and placed it in the
appropriate category (Arctic, Grassland, Forest, Ocean)

Language & Literacy: comprehension, speaking, vocabulary, phonological

awareness, alphabetic knowledge, concepts about print, book knowledge