Week At A Glance Lesson Plan

Date: 10/24/16 10/27/16

Teacher(s): Brooke Merry
Statement of Intent for Learning: Start working toward investigation goals for all groups.

Art/Easel

Monday
Tuesday
Wednesday
Thursday
In the art area, we will see how camouflage works with different shades of the same color.
At the easel, we are going to look at famous painting and pictures to give us inspiration in
our own paintings.

Blocks

The assistant teachers are going to bring back Balls and Ramps.

Books & Listening

Station

We are going to add more variety to the book shelf. The books at the listening station are
Commotion in the Ocean by Giles Andreae and Chicks and Salsa by Aaron Reynolds.

Writing

We are going to practice writing our letters from either our names or three letter words in
colorful sand.

Dramatic Play

We will go fishing with wooden sticks and magnets.

Quiet Manipulatives

The children will explore with Carosello pieces as well as other puzzles.

Science/Nature

Since one of the small groups is looking at different types of weather, we will make
tornadoes in water bottles.

Sensory

In the sensory tub, we are going to explore with sea animals in water.

Light Table

At the light table, we are going to use the beaded blocks and Play Plex to explore different
colors.

Computers/
Music

The iPads will have a stream of the weather of South Dakota from Keloland News.

Outside

There will be pinwheels to use outside.

Inquiry
Investigations
Large Groups

The red group is looking at zoos. The blue group is interested in camouflage, while the
orange group is exploring different weather patterns. Finally, the green group is still
searching if they want to investigate pumpkins or museums.
Commotion in the
Were Going on a
Me on the Map by
Ocean by Giles
Leaf Hunt by Steve
Boom Whackers
Joan Sweeney
Andreae
Mezger

Snack

Grilled Cheese
Fruit Juice

Fruit Pizza
Milk

Cereal Mix
Milk

Bananas and Fruit Dip

Milk

Small Group
Activities

Cutting &
coloring

Beginning sounds
match-up game

Candyland

Number peg cards &

Pegs

Activity Plan for: October 24-27, 2016

Art Area
Activity: Camouflage with patterned paper
Reason Why
One of the small groups is investigating camouflage.
Choosing This Activity
Intent, Provocation, &
See which children would be interested in joining this investigation group.
goal(s):
Materials/
Patterned paper (Art Studio, s30) cut outs of animals (Brooke), glue sticks (Classroom)
Resources:
In the center of the table place different patterned paper and the animal cut outs. Make sure there are 4
Detailed Set-Up:
glue sticks as well. Then place a variety of crayons and markers that match the patterned paper.
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
4 children at the art table at any one time
Evaluation Questions What makes an animal hide? How do the different shades of color make the animal blend into its
Assessment:
surroundings?
Specific Skills:
Teacher:
Other
Responsibilities:

Fine motor skills, language skills when making observations and conversing with other children
Monday/Wednesday: Jessica
Tuesday/Thursday: Maria
Help student teacher remember to switch charts for group time. Also help with BATA at end of the day.

Easel
Activity: Painting with famous art work
Reason Why
One of the small groups are investigating museums.
Choosing This Activity
Intent, Provocation, &
See which students might want to join this investigation
goal(s):
Materials/
Resources:

5 paint cups (classroom), Pink Green Blue Yellow Black Tempera paint (Art Studio), pictures of famous
art work (Brooke), Pieces of construction paper (classroom)

Detailed Set-Up:

Place the 5 different paint cups from the class room with pink, green, blue, yellow, black on stool. Place
famous artwork around the taped up construction paper.

Methods:
Guidance Limits:

Guided Instruction
Co-Op Learning
Independent Work
Small Group
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Limit Two children and have them wear smocks and wash their hands when done. Cover the floor
under the easel with paper.

Evaluation Questions
What do you see it this picture? How can recreate this picture?
Assessment:
Specific Skills:
Fine motor skills, social interaction if painting together, language by telling what they are creating.
Teacher:
Monday/Wednesday: Kelsey
Tuesday/Thursday: Kelsey
Other
Sweep and mop the floor at the end of the day.
Responsibilities:

Block Area

Activity: Ramps and Balls

Reason Why
Choosing This Activity
Intent, Provocation, &
The assistant teachers will implement their lesson plans for Ramps and Balls
goal(s):
Materials/
Resources:
Detailed Set-Up:
Methods:

Guided Instruction
High-Energy
High-Maintenance

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

Guidance Limits:
Evaluation Questions
Assessment:
Specific Skills:
Teacher:
Other
Responsibilities:

Monday/Wednesday: Assistant Teachers

Tuesday/Thursday: Assistant teachers

Help unload cart after free play clean-up on Thursday. Help clean out teacher cupboard on other days.

Book Area and

Activity: Engaging Childrens Books
Listening Station
Reason Why
For children to express an interest in reading and develop reading comprehension.
Choosing This Activity
Intent, Provocation, &
Children will listen to the CD or a teacher read to them as they comprehend the story.
goal(s):
Materials/
Resources:

Books (Brooke)

Detailed Set-Up:

Books will be set out in an inviting manner.

Methods:
Guidance Limits:

Guided Instruction
Co-Op Learning
Independent Work
Small Group
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
No more than 4 children in the reading area at any one time and no more than 2 children at the
listening station.

Evaluation Questions
What was the book about? What will happen next in the story? (predictions during story)
Assessment:
Specific Skills:
Reading skills and comprehension, Phonics
Teacher:
Other
Responsibilities:

Monday/Wednesday: Caleb

Tuesday/Thursday: Caleb

Get cameras ready for the day, Vacuum at the end of the day

Writing Area

Activity: Writing letters in colored sand

Reason Why
This will be a fun and new way the children can practice either writing their names, or three letter
Choosing This Activity words.
Intent, Provocation, &
The children will work on tracing their letter by with their finger through sand.
goal(s):
Materials/
Resources:
Detailed Set-Up:
Methods:

Colored Sand, (GMR C4, S 2) trays, 2 each of paper with names and three letter words (Brooke)
Set 4 trays out with about an inch of colored sand in them. Then lay the list of names and list of three
letter words between the two trays on the same side. Write either a name or a three letter word to make
the center inviting.
Guided Instruction
Co-Op Learning
Independent Work
Small Group
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
No more than four children at the writing table at any one time.

Guidance Limits:
Evaluation Questions
What word are you making? What letter is that? How do you right? Can you write my name
Assessment:
Specific Skills:
Fine motor skills, letter recognition
Teacher:
Other
Responsibilities:

Monday/Wednesday: Destiney

Dramatic Play

Activity: Fishing/ aquatic animals

Tuesday/Thursday: Renne

Put Nametags Out and Pick them up at the end of the day.

Reason Why
One of the small groups are investigating zoos/aquariums.
Choosing This Activity
Intent, Provocation, &
See what children gravitate more toward this investigation group.
goal(s):
Materials/
Resources:

Fishing Poles (RR Cupboard 1 Shelf 2), big blue construction paper (Art studio), Fish (RR C5 S1)

Detailed Set-Up:

Place a large piece of blue construction paper on the south wall of the dramatic play area. Then tape
up laminated fish to the blue paper. Place the fishing poles in an inviting manner.

Guided Instruction
Co-Op Learning
Independent Work
Small Group
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
Limit 4-5 children
Evaluation Questions Are there conflicts between children? If so with who? Are they working together? Is there anything they
Assessment:
would like to add for tomorrow?
Specific Skills:
Cooperation, communication, role play, social etiquette, self-help skills
Methods:

Teacher:
Other
Responsibilities:

Monday/Wednesday: Nate

Tuesday/Thursday: Nate

Start Music at Free Play Hang Flags if AM Lab Take Flags down if PM Lab

Quiet Manipulatives Activity: Carosello Pieces & other puzzles

Reason Why
This activity will incorporate cooperation with other children to help finish the puzzle.
Choosing This Activity
Intent, Provocation, &
I want the children to work cooperatively together when working on these puzzles
goal(s):
Materials/
Resources:

Carosello Pieces (RR C11, S11), different assortment of puzzles (RR, puzzle stack)

Detailed Set-Up:

Place all the materials out in an inviting manner. Place the Carosello puzzle on one side of the table
and different puzzles on the other side

Guided Instruction
Co-Op Learning
Independent Work
Small Group
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
Limit 4 children at center.
Evaluation Questions How can we work together to finish the puzzle? What would happen if you placed that piece here?
Assessment:
What shape are you making?
Specific Skills:
Fine motor skills, cooperation
Methods:

Teacher:
Other
Responsibilities:

Monday/Wednesday: Shelby

Tuesday/Thursday: Emily

Science/Nature

Activity: Water bottle tornadoes

Clear Drying Rack and help clean snack tables for snack.

Reason Why
One of the small groups are working on different patterns of weather.
Choosing This Activity
Intent, Provocation, &
See which of the children that might want to be switched into the orange small group investigations.
goal(s):
Materials/
Resources:

8 2 liter water bottles (Brooke), Tornado Tubes (RR C12, S3)

Detailed Set-Up:

Place the Tornado tubes in the center of the table with all eight water bottles. Put 2/3 of water in one
water bottle then assemble the tornado tubes with an empty water bottle.

Methods:

Guided Instruction
High-Energy
High-Maintenance
Limit 4 children at center

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

Guidance Limits:
Evaluation Questions
What is going to happen when we tip the water bottles? Why do you think the water moves like that?
Assessment:
Specific Skills:
Making inquiry questions, communication
Teacher:
Other
Responsibilities:

Monday/Wednesday: Caleb

Sensory

Activity: Aquatic Toys in water

Tuesday/Thursday: Caleb

Mail Boxes and help with BATA BUS

Reason Why
One the small groups are investigating zoos/aquatic animals
Choosing This Activity
Intent, Provocation, &
See what children might need to switch to the red investigation group
goal(s):

Materials/
Resources:

Sorting Fish (RR C10, S3), Whales (RR C5, S5)

Detailed Set-Up:

Place water in sensory tube with the aquatic animals.

Methods:

Guided Instruction
Co-Op Learning
Independent Work
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
No more than 4 children at the sensory table at any one time.

Small Group

Guidance Limits:
Evaluation Questions
What animals are you playing with? Do these animals interest you at all?
Assessment:
Fine motor skills, Language and processing when communicating observations made to other children
Specific Skills:
and teachers.
Teacher:
Monday/Wednesday: Kelsey
Tuesday/Thursday: Kelsey
Other
Snack Buckets and help clean snack tables when time for snack. Also help with check in and out
Responsibilities:

Light Table

Activity: beaded blocks

Reason Why
With the new light table, this would be a new way children can explore colors with the beaded blocks
Choosing This Activity
Intent, Provocation, &
Learn more about the new light table.
goal(s):
Materials/
Resources:

Beaded blocks (Light Studio, s3 c4)

Detailed Set-Up:

Place the blocks in an inviting manner.

Methods:

Guided Instruction
High-Energy
High-Maintenance
Limit 2 children at a time.

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

Guidance Limits:
Evaluation Questions
What colors do you see? How can we use the light table to change colors? What is your favorite color?
Assessment:
Specific Skills:
Exploration, letter recognition, communication, language, fine motor skills
Teacher:
Other
Responsibilities:
Computers/
Music

Monday/Wednesday: Brooke

Tuesday/Thursday: Brooke

Bleach Bottles

Activity: KELO Land live Doppler playing with CD playing

Reason Why
One the small groups are investigating different weather patterns.
Choosing This Activity
Intent, Provocation, &
See what children might need to switch to the orange investigation group
goal(s):

Materials/
Resources:

2 iPads (classroom), Still walking in the Light CD (RR music drawer #80

Detailed Set-Up:

Get the CD ready for free play. Place the Doppler on screen so when children open the iPad that will be
the first thing they see.

Guided Instruction
Co-Op Learning
Independent Work
Small Group
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
Limit 2 children
Evaluation Questions Are there problems with sharing and taking turns? Are they sticking to the 5 minute limit? Do you know
Assessment:
what type of weather that is?
Specific Skills:
Communication, fine motor, turn taking, computer skills
Methods:

Teacher:
Other
Responsibilities:

Monday/Wednesday: Shelby
Tuesday/Thursday: Maria
Outside Clean-up sweep out all sand from all houses sweep sand off sidewalks into sand area
and reset all houses/make sure toys picked up or straightened for next group

Outside

Activity: Pinwheels

Reason Why
The children only had 2 days last week to play with the pinwheels.
Choosing This Activity
Intent, Provocation, & The children shared the pinwheels really well last week and I want them to continue on these goals of
goal(s):
sharing.
Materials/
Resources:

Pinwheels (from last week with teacher Nate)

Detailed Set-Up:

Place the pinwheels on the table outside of our room.

Methods:

Guided Instruction
Co-Op Learning
Independent Work
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Five minute turns if needed. One per child if problems arise.

Small Group

Guidance Limits:
Evaluation Questions
What makes the pinwheels turn? What colors do you see?
Assessment:
Specific Skills:
Gross motor skills
Teacher:
Other
Responsibilities:
Welcome Group
Time

Monday/Wednesday: Destiney

Tuesday/Thursday: Renee

Safety Checklist and Rainy Day Set-up if needed uncover sand area if AM Lab cover sand if PM

Activity: occupations chart, calendar, weather, and song block

Reason Why
Group times help to create a classroom culture as well as give us a chance to get to know each other
Choosing This Activity again. It also helps to incorporate skills in a real way (numbers on the calendar chart).
Intent, Provocation, & The children should: participate by following along and joining in with the helper chart duties and
goal(s):
singing songs

Materials/
Resources:

Occupations chart, weather chart, calendar, song block, tape, pointers, and markers

Detailed Set-Up,
Activity Introduction,
Place all items in the group time area. Welcome the children, discuss the day. Then go through the
& questions or
helper chart and list what the jobs are, who will do them, and focus on the letters in the names.
comments to provoke
learning:
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
Remind the children to sit on their bottoms and have their hands in their laps no W sitting!
Evaluation Questions Are the children listening? Are they participating? Are there conflicts with certain children sitting next to
Assessment:
each other?
Specific Skills:
Other
Responsibilities:

Following directions, name, letter, and number recognition, graphing, counting

White board message, question of the day (if using this), record fire number, check that charts are
switched/updated, check to make sure all areas are completed before opening the door.

Monday Literacy
Group Time

Activity: Commotion in the Ocean by Giles Andreae

Reason Why
One the small groups are investigating zoos/aquatic animals
Choosing This Activity
Intent, Provocation, &
See which children are interested to possibly joining the red group.
goal(s):
Materials/
Resources:

Commotion in the Ocean by Giles Andreae

Detailed Set-Up,
Activity Introduction,
Put all items in the group time area. Introduce the book and ask if anyone has read it yet. Read the
& questions or
book and if there is enough time play the CD that goes with the book.
comments to provoke
learning:
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
All children are involved remind them to sit on bottom
Evaluation Questions
Are the children listening? Are there any conflicts with children sitting next to each other?
Assessment:
Specific Skills:

Following directions, listening, participating in a group activity

Tuesday Literacy
Group Time

Activity: Were Going on a Leaf Hunt by Steve Metzger

Reason Why
The children enjoy large group books that involve them in the story telling process.
Choosing This Activity
Intent, Provocation, &
For each child to be attentive and involved in the story.
goal(s):

Materials/
Resources:

Were Going on a Leaf Hunt (Resource Room c8 s5), cut out of leaves

Detailed Set-Up,
Activity Introduction,
Hand out leaves to all of the children. Read the story and ask children whoever have a certain color of
& questions or
leaf come and put in basket.
comments to provoke
learning:
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
Children will remain in the large group area for the duration of the story.
Evaluation Questions
What was the story about? What part of the story did you enjoy most?
Assessment:
Specific Skills:

To develop reading comprehension and listening skills.

Wednesday Literacy
Activity: Me on the Map by Joan Sweeney
Group Time
Reason Why
This will engage children to share with one other and work on communicating.
Choosing This Activity
Intent, Provocation, &
Start to share more with each other and connect a book to their own lives.
goal(s):
Materials/
Resources:

Me on the Map by Joan Sweeney, White boards & markers (Classroom)

Detailed Set-Up,
Activity Introduction, Put all items in the group time area. Introduce the book and ask if anyone has read it yet. Read book
& questions or
then pass out whiteboards and markers. Have children make map of their own rooms. Open book to
comments to provoke page where has map of a bedroom as an example.
learning:
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
All children are involved remind them to sit on bottom
Evaluation Questions Are children listening and staying at group time? Are there any conflicts with children sitting next to
Assessment:
each other?
Specific Skills:

Following directions, listening, participating in a group activity

Thursday Literacy
Group Time

Activity: Boom Whackers with CD

Reason Why
This is a new activity that all children can participate in.
Choosing This Activity
Intent, Provocation, & Since weve only had one other group time with music, this would be a good way to incorporate music
goal(s):
again.

Materials/
Resources:

Boom Whackers (GMR C1 Shelf 5), Boom Whackers CD (RR music drawer #49)

Detailed Set-Up,
Activity Introduction, Place all materials to be ready right away. Explain how we use the boom whackers. Hand them out and
& questions or
discuss how each stick is different. Ask why they are different? Do they make different sounds? Play
comments to provoke CD.
learning:
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
Children will remain in the large group area for the duration of the story.
Evaluation Questions
Are the children fallowing the rules? Are there any issues with children together?
Assessment:
Specific Skills:

To develop reading comprehension and listening skills.

Small Group Activity

Activity: Cutting & Coloring
1
Reason Why
Work more on fine motor and communication skills.
Choosing This Activity
Intent, Provocation, &
Give the children a time to choose to work independently or collaboratively.
goal(s):
Materials/
Resources:

Coloring utensils & scissors (classroom), worksheets (Brooke)

Detailed Set-Up,
Activity Introduction,
Ask children if they would like to cut or color and hand them the appropriate page. Go to the shelf and
& questions or
grab either 4 or 5 cups of different colors.
comments to provoke
learning:
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
Make sure the children are doing what is expected of them
Evaluation Questions
What animal are you cutting out? What color is that?
Assessment:
Specific Skills:

This activity will work to develop the childrens fine motor skills

and communication skills.

Small Group Activity

Activity: Beginning sounds Match-up
2
Reason Why
Since some students are comfortable with their letters, this will challenge them a little bit more.
Choosing This Activity
Intent, Provocation, &
Work on letter recognition with pictures.
goal(s):
Materials/
Resources:

Beginning sounds Match-up (RR c9, s4)

Detailed Set-Up,
Activity Introduction,
Place all of the pictures out face up and have the children work in teams to see if they can find a match
& questions or
together.
comments to provoke
learning:
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
Small group the children must stay at the group until their parents come to pick them up
Evaluation Questions
What letter does that picture start with? Do those pictures both start with?
Assessment:
Specific Skills:

Letter recognition, confectioning sounds and letters

Small Group Activity

Activity: Candyland
3
Reason Why
We dont really have a lot of things to work on social-emotional goals, taking turns in a game is a great
Choosing This Activity way to do that.
Intent, Provocation, &
To work on social emotional goals by taking turns.
goal(s):
Materials/
Resources:

Candyland (RR c10 s7)

Detailed Set-Up,
Activity Introduction,
& questions or
Set up the game board and have the children take turns and help when needed.
comments to provoke
learning:
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
Small group the children must stay at the group until their parents come to pick them up
Evaluation Questions
What color is that? How many did you more your marker?
Assessment:
Specific Skills:

Color recognition, one-to-one correspondence

Small Group Activity

Activity: Number Peg Cards & Pegs
4
Reason Why
To continue to work on any math goals.
Choosing This Activity
Intent, Provocation, &
Work on any math goals the other student teachers have for their children.
goal(s):
Materials/
Resources:

Number Peg Cards & Pegs (RR c10, s4)

Detailed Set-Up,
Activity Introduction,
Have the children see what number they are given and place the correct the number pegs. If this is too
& questions or
easy for some children, make simple math equations with the pegs.
comments to provoke
learning:
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
Small group the children must stay at the group until their parents come to pick them up
Evaluation Questions
What number is this? If you add these two numbers, how many total pegs do you have?
Assessment:
Specific Skills:

Simple addition/subtraction, number recognition, one-to-one correspondence

Special Plans

Activity:

Reason Why
Choosing This Activity
Intent, Provocation, &
goal(s):
Materials/
Resources:

Detailed Set-Up:

Methods:

Guided Instruction
High-Energy
High-Maintenance

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

Guidance Limits:
Evaluation Questions
Assessment:
Specific Skills:

Rainy Day

Activity: Pinwheels inside

Reason Why
The children can still move the pinwheels without the wind and continue to explore.
Choosing This Activity
Intent, Provocation, &
Continue to share the pinwheels.
goal(s):
Materials/
Resources:

Pinwheels (Brooke)

Detailed Set-Up:

Methods:
Guidance Limits:

Place the pinwheels in a stack and the children will be able to freely select their own hula hoop.
Guided Instruction
Co-Op Learning
Independent Work
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Five minute turns if needed. One per child if problems arise.

Evaluation Questions
What makes the pinwheels move? What color is that pinwheel?
Assessment:
Specific Skills:

Gross motor skills, sharing

Small Group

Book List
Author
Rachel Isadora
Jan Brett
Robert J. Blake
Kevin Henkes
Richard Hefter
Eric Barclay
Joseph Bruchac & James Bruchac
Natalie Savage Carlson
Jonathan London
Jamie Lee Curtis & Laura Cornell
Estelle Condra
Marjorie Flack & Kurt Wiese
Alan Durant
Tomie dePaola
Joanne Mattern

Title
I Hear
The Three Snow Bears
ToGo
Birds
The Strawberry Look Book
Hiding Phil
Turtles Race with Beaver
Spooky Night
At the Edge of the Forest
Is There Really a Human Race?
See the Ocean
The Story About Ping
Always and Forever
Nana Upstairs & Nana Downstairs
Rhinoceroses

Check that books are age appropriate and that you have at least 10
books.2 need to be books on CD for the listening station.

Multicultural Analysis for Integration of Diversity:

Plans for the week of October 24-27
Lead Teacher
Brooke Merry
Age of Children
3 and 4 Year Olds
Cultures represented in class Caucasian, Vietnamese,
Differing abilities represented in class

and

Spanish

Various levels of learning

Cultural and Anti-bias materials:

We have multi-cultural markers, crayons, paper, and paper available when needed.

Families reflected in the environment:

We have family pictures in our room and we have the childrens ID cards out on our bulletin
board.
Music from Childrens Backgrounds:
We have a multicultural CD playing during free time.

Literature that reflects the children and families in the class:

There are different kinds of books on the bookshelf to represent all cultures represented in t
classroom.
Activities that reflect the children and families:
We have fishing and the Live Doppler playing that can be communicated with their families
when they leave preschool.
Group activities that have multicultural elements, anti-bias elements, or diversity elements:
We will be discussing families, friends, and other personal information at snack time.

Others:
Not well integrated
Self rating for anti-bias:
1
2
3
Mentor Teacher Rating of Implementation:
Rating for anti-bias:
1
2
3

Middle
5

Well integrated
8
9
1

Weekly Ongoing Adjustments Form

Lead Teacher:
Week of:
Classroom:
Center Name
& Activity

Changes

Why: Rationale

Childrens
Responses

Evaluation of Change