Curriculum Strategy Planning: Nursery Rhymes for March 31st through April 11th 2014 Class Statistics: Age:

3-4 Class size: 18 students Teachers: 2

Standard Reference: Virginia Department of Social Services Milestones of Child Development Domain Area: Physical Development and Health Related Strands: Gross Motor (1), Fine Motor (2) Indicators: Increase levels of proficiency, control/coordination, balance in walking, jumping, hopping (1:A6) Demonstrate advancing strength, control, eye-hand coordination (2:B5)

Tools/Strategies/Objectives: Teachers will: provide students gross motor game to promote jumping/hopping (1:A6) provide students various manipulatives and materials in art to use fine motor muscles (2:B5) Students will: Jump from one side to another while maintaining balance when they land (1:A6) Crawl under blocks while maintaining balance and coordination (1:A6) Use pincer grasp, tools such as tweezers or tongs, to manipulate objects (2:B5) Prior Experiences and Knowledge: Students have demonstrated increased coordination and balance with stationary hopping and jumping. Some students use two feet hopping together while others are using a one foot then landing on both feet. Students are continuing to adjust body movements and coordinate their movements to reduce knocking down barriers and obstacles. Environmental and Classroom Considerations: In week 2 the block area will be used to re-enact Jack Jumping over the Candlestick and then crawl under the candlestick. Tabletop activities will include tweezers, tongs, and activities where students need to use their fingers to manipulate objects. Art center will be set up with materials and activities to promote fine motor development. Detailed Plans and activities: Week 1: walking/balance game with small pails full of items (1:A6) - we will start with pom poms then use water (outside). nursery rhyme puzzles (2:B6) we have various levels of puzzles where students can explore. Shoe lacing slide students use two fingers and hand-eye coordination to lace a large wood shoe.(2:B6). Filling a pail with pom poms using tongs or tweezers (2:B6) we will change out the type of tongs/tweezers that requires more muscle control and pressure to squeeze. Week 2: Jack Be Nimble Nursery Rhyme block area will be set up to re-enact the action of Jumping over the candlestick then crawling under (1:A6) we will start with shorter candles/blocks and then raise for more of a challenge. For crawling we will start with a higher/larger crawl space then make smaller. Outside spoon/egg balance game (indoor if raining) (1:A6) students will start with 2 hands then encouraged to use one. Nursery rhyme puzzles (2:B6), lacing star (A:16)

Curriculum Strategy Planning: Nursery Rhymes - March 31st through April 11th 2014 Class Statistics: Age: 3-4 Class size: 18 students Teachers: 2

Standard Reference: Virginia Department of Social Services Milestones of Child Development Domain Area: Fine Arts Related Strands: Music (2), Theatre arts (3), Visual arts (4) Indicators: Participate with increasing interest & enjoyment in a variety of music activities, including listening, games, and performances (2:B7) Use music as an avenue to express thoughts, feelings, and energy (2:B8) Use materials in class to represent objects/real things (3:C7) Create art to express and represent what they know, think, feel (4:D6)

Tools/Strategies/Objectives: Teachers will: Model and teach songs, finger plays, and rhymes (2:B7&B8) Provide materials in home area, block area, and dress up to promote imaginative play and representation of knowledge (3:C7). Provide materials in art for open ended expression and representation of knowledge (4:D6) Students will: Imitate finger plays and sing/repeat repetitive parts of songs or rhymes(2:B7&B8) Use non-traditional materials or classroom objects to represent real things (3:C7) Use art as a means to express their ideas or representation of what they know & learned. (4:D6) Prior Experiences and Knowledge: Students have daily use of dramatic play and block areas and the art center to express their ideas, feelings and representation of knowledge. Environmental and Classroom Considerations: Blocks, home center, dress up, and art centers available for exploration. Additional activities/materials will be provided in each center to enhance the nursery rhymes we learn. Candlestick in the block area, eggs to balance on brick walls, eggs in the cooking area.

Detailed Plans and activities: Week 1: Blue water color painting (4:D6) students will use various brush sizes and blue water color to paint. Hickory Dickory Dock w/ musical instruments (students strike/play the instrument the time the mouse ran down the clock 1, 2, 3, etc.) (2:B7&B8 ) the teacher will model, then students follow. Students will then do on their own as the week progresses. collage table (3:C7) large and small materials will be provided for students to create their own piece. Scissors and various glue types will be provided. re-enact events of Hickory Dickory Dock and Jack and Jill (2:B7&B8) after the teacher models, they will do it with the teacher, then the teacher will help them to do it on their own. Week 2: collage materials to fix Humptys cracks (4:D6), red/yellow fingerpaint to re-create a flame then glue to a candle stick. (4:D6), musical skipping with pails (2:B7&B8), re-enact humpty dumpty in small groups (3:C7)

Curriculum Strategy Planning: Nursery Rhymes - March 31st through April 11th 2014 Class Statistics: Age: 3-4 Class size: 18 students Teachers: 2

Standard Reference: Virginia Department of Social Services Milestones of Child Development Domain Area: Cognition and General Knowledge Related Strands: Numbers and Operations (1A), Spatial Sense (1E), Scientific Inquiry (2B) Indicators: Demonstrate advance knowledge of numbers and counting (1A:A7) Show understanding of several positional words (1E:E6) Provide some explanations for scientific phenomena (2B:B10) Make comparisons among objects in terms of what they are made of and their physical properties (2B:B12)

Tools/Strategies/Objectives: Teachers will: Provide finger plays, games, and manipulatives for counting and number recognition (1A:A7) Provide games and activities that demonstrate knowledge with positional terms such as on, under, in, next to, behind. (1E:E6) Provide activities where students have to answer questions such as why do you think that happened? (2B:B10) Provide various materials to explore, compare and contrast (2B:B12) Students will: Identify the next number in sequence in fingerplays or a numbers game and rhyme (1A:A7) Identify or follow through with instructional cues of positional words (1E:E7) Describe new materials in sensory table using descriptive words and answer scientific questions about the objects (2B: B10&B12) Prior Experiences and Knowledge: Students participate in familiar counting games and make guesses at the next number. Some students are able to count during activities but do not necessarily carry it over to music or in a different context or setting. Some students are able to do 1-5 while others do 10 or more. Environmental and Classroom Considerations: Manipulative activities will have numbers in various forms dots, written numbers, 1:1 corresponding spaces. Sensory table will have various materials for scientific exploration and discovery.

Detailed Plans and activities: Week 1: up/down for Jack and Jill (up the hill/steps, down the hill/steps) (1E:E6) teacher will model and then have students do on their own. Finger plays for students to fill in the numbers (1A:A7) teacher will teach the song, have the students sing with her, then leave blanks to have students fill in the missing number. Various table top activities with numbers will be offered (1A:A7) varying open ended items will be available for students to initiate. We will include counting items up to 10 since we have students who have mastered 1-5. Sensorytable for scientific exploration cotton balls and straws (2B:B10&B12), Candle counting (1E:E6), Where is the mouses house guessing and finding the hidden mouse (2B:B10) Week 2: over/under for Jack Be Nimble (jump over the candlestick, crawl under) using the same strategy as above with teacher modeling (1E:E6), plastic eggs with sensory beads (fill and what happens when you shake) (2B:B10&B12), finger and toe puzzles with numbers (1A:A7) students who dont know sequence of numbers use the shapes of the pieces to determine the placement. Students who do know will learn how it is placed in order of the fingers/toes.

Curriculum Strategy Planning: Nursery Rhymes - March 31st through April 11th 2014 Class Statistics: Age: 3-4 Class size: 18 students Teachers: 2

Standard Reference: Virginia Department of Social Services Milestones of Child Development Domain Area: Language and Literacy Related Strands: Listening and Speaking (1), Phonological awareness and alphabetic knowledge (2), Comprehension (4), Early Writing (5) Indicators: Progress in abilities to initiate and respond appropriately to conversation/discussion with peers and adults (1:A9) Begin to identify words that rhyme (2:B6) Show increased comprehension and respond to stories read aloud (4:D5&D6) Use of scribbles and unconventional shapes to convey a message (5:E6)

Tools/Strategies/Objectives: Teachers will: Provide small and large group opportunities for students to communicate to other students and adults through guided discussions (1:A9) Provide various activities that students repeat words and sounds (2:B6) Provide music, art, props to allow students to depict parts of a story to gain students comprehension or understanding of character, plot, etc. (4:D5&D6) Provide students a variety of writing materials and unlined paper in various centers to promote writing (5:E6) Students will: Initiate conversation and respond to questions or participate in conversations with peers and adults (1:A9) Repeat words and sounds through finger plays, songs, rhyming (2:B6) Answer basic comprehension questions and recall specific characters or actions of a story, song, or rhyme (4:D5&D6) Use a variety of writing/drawing instruments to convey comprehension of a story or their own thoughts (5:E6) Prior Experiences and Knowledge: All the students imitate the act of writing. Some are at the controlled scribble stage while others are writing their name using conventional and non-conventional letter forms. Students have been provided experiences to write in different areas of the classroom. Environmental and Classroom Considerations: Each center area will have a clip board, binder, or other method of the students to write. For example, the dining area will have a pad for taking orders and the block area will have a clipboard for larger scale drawings/writing.

Detailed Plans and activities: Week 1 and Week 2: In large groups and small groups, the teacher will engage students in a variety of songs, rhymes, and finger plays. The teacher will pause to allow students to fill in the missing word or plot (1:A9). After the teacher models and guides the students through the various songs, rhymes, and finger plays, the students will re-enact the rhymes in various content areas by using conversation with others and demonstrating their comprehension of the story/rhyme (2:B6, 4:D5, 4:D6). Students will be encouraged to write or draw in various center areas to convey their knowledge or express their own ideas (5:E6) most will be drawing using traditional and non-traditional forms. Teachers will ask questions of their writing/drawing and or have students dictate what they would like to have written with their drawing. Week 1 specific activities: The rhymes will consist of Jack and Jill, and Hickory Dickory Dock (with musical instruments), and 1,2, Buckle My Shoe. Week 2 specific activities: The rhymes will consist of Humpty Dumpty, Hey Diddle Diddle, and Jack Be Nimble.

Curriculum Strategy Planning: Nursery Rhymes - March 31st through April 11th 2014 Class Statistics: Age: 3-4 Class size: 18 students Teachers: 2

Standard Reference: Virginia Department of Social Services Milestones of Child Development Domain Area: Approach to Learning Related Strands: Persistence (1), Curiosity & Initiative (2), Creativity & Inventiveness (3), Reasoning & Problem Solving (4) Indicators: Increase persistence in activities despite frustration or disappointment (1:A7) Develop increased ability to make independent choices (2:B6) Find and use materials to follow through on an idea (2:B7) Initiate play with others (2:B8) Use imagination to create original thoughts, ideas, products (3:C7) Seek assistance from adult or peer (4:D7)

Tools/Strategies/Objectives: Teachers will: Provide a variety of activities and open ended experiences to promote follow through, initiation, and imagination (1:A7, 2:B6, 2:B7, 3:C7). Provide some challenge to activities that allow for students to problem solve and seek assistance from others (4:D7) Provide center areas where students can initiate play with others (2:B8) Students will: Finish an activity they started even if they need to seek help from others(1:A7&4:D7) Try various activities and initiate new task when done with the previous (2:B6) Use various materials to share an idea (2:B7) Initiate play with others (2:B8) Make their own story or change rhyme to create their own idea (3:C7) Prior Experiences and Knowledge: Students are familiar with the availability of centers and they rea free to move about and choose activities. Some reminders are needed to keep at a task, move on to a new task or to ask for help when challenged. Environmental and Classroom Considerations: Various activities and experiences that attract the students curiosity will be placed throughout the centers and classroom.

Detailed Plans and activities: Week 1 and Week 2: Puzzles (inlay and picture back) (1:A7), open ended tabletop activities to promote creativity, inventiveness, reasoning and problem solving (1:A7, 3:C7 and 4D7), open ended activities to attract the attention of students shoe lacing slide, egg stacking/balancing. Teachers will engage with students to provide the appropriate assistance and guidance. Open ended questions will be asked to extend the activity.

Curriculum Strategy Planning: Nursery Rhymes - March 31st through April 11th 2014 Class Statistics: Age: 3-4 Class size: 18 students Teachers: 2

Standard Reference: Virginia Department of Social Services Milestones of Child Development Domain Area: Social and Emotional Development Related Strands: Relationship with others (1), Learning about self (2), Emotion Regulation and Self-Regulation (3) Indicators: Develop positive friendships with one or more peers (1:A8) Enter and engage in group pretend play (1:A9) Learning about self (2:B11) Manage transitions and shifting attention from one activity to another (3:C9)

Tools/Strategies/Objectives: Teachers will: Model for students and guide them in small group activities/games with peers (1:A8) Provide materials and centers that promote pretend play, and model for students how to use those materials/centers in pretend play (1:A9) Council students on relationship with others and how to handle set-backs (2:B11) Provide cues to assist students to develop self-regulation (3:C9) Students will: Engage positively with 1 or more peers in conversation (1:A8) Engage in group pretend play (1:A9) Move on from a set-back (2:B11) Self-regulate by finding new activities or transitions (3:C9) Prior Experiences and Knowledge: Students know the names of their peers but still continue to refer to them as that girl or him, over there (while pointing to a group of children). Most students have developed preferences of peers while others are more comfortable on their own. They do a lot of pretend play with a tendency to do their own thing even though they are around 4 or 5 others. 2 students have demonstrated the move toward cooperative play. Students need prompting to stick to a task, finish, or ask for help if they need it. If they dont feel they can do it, the y leave the task or just sit unless they are directed to another area. Environmental and Classroom Considerations: Block area, home center, puppet stand, dress up, are out every class day. This allows for students to freely partake in pretend play in a manner that would be more spontaneous and natural. Detailed Plans and activities: Small groups to re-enact the various nursery rhymes during this two week period: Humpty Dumpty, Jack be Nimble, Jack and Jill, Hey Diddle Diddle. 4 seat and 2 seat table will have games that can be played to encourage teamwork, cooperative play, and conversation with peers. Detail Plans and approach to social and emotional guidance:

For both weeks: small group activities such as games to promote peer interaction (1:8A), dramatic play, block, and kitchen area set up to promote group pretend play (1:A9) teachers will provide materials in the centers and guide the students in their interaction. Students will relate to the rhymes by recognizing emotions and learning about self (2:B11) how would you feel if you fell off a wall? We are going to get silly but, we need to make sure we are respectful of our peers to keep our own space. Is it ok to cry or be angry? Managing transition times and moving on to new activities (3:C9) It is ______s turn. You can try ___________ while you are waiting.

Detailed Lesson Plans: Hickory Dickory Dock counting game with instruments Goal/Objective: Students will use sticks to count numbers in the game. This will increase their knowledge and use numbers in a different setting (Cognition 1A:A7). This is a song game, which allows the students to demonstrate their increasing their interest and enjoyment in music (Fine arts Music 2:B7). Materials and Preparation: rhythm sticks 1 set for each student and teachers, teachers need to be well-versed on the rhyme to change it up. Teacher will teach the students the words to the rhyme.

Teacher Direction to students: We will say the rhyme and pretend that we are the clock striking 1 and hit our sticks that many times. So, if the clock is striking 1, how many times do we hit our sticks? 1. Lets do it together. After the students do 1, then ask what comes after 1? Then we will do 2 oclock. How many times should we hit our sticks if it is 2? 2. Lets do it together. Extension: This activity will be repeated on other class days. As the students get more familiar, we can go out of sequence and have students pick numbers.

Jack Be Nimble - Jump over/crawl under the candlestick Goal/Objective: Students will increase their balance and mobility skills (Physical Development 1:A6) and learn spatial concepts by showing knowledge of positional words (over and under) (Spatial sense1E:E6) Materials and preparation: We will use the block area to set up a candle on the floor on one side and another side will have a candle on a raised area for students to crawl under. Students will have been exposed to the rhyme Jack Be Nimble, Jack Be Quick, Jack Jumps Over the Candlestick. Teacher Direction to the students: As we say the rhyme we will replace the name Jack with your name. When we get to the part jump over, you need to jump over. The next time the students will crawl under so the rhyme changes to _____crawls under the candlestick. Extension: as the students become familiar with the over and under, we will play a game that the teacher will do the rhyme and the student matches the response. Michelle be nimble, Michelle be quick, Michelle jumps over the candlestick so I do the jump over.