Blue Room 1.6-1.

10
Theme(s): Holidays/Gingerbread
Monday Tuesday Wednesday Thursday Friday
Small Group Math Small Group (Literacy) Small Group (Writing) Small Group (Literacy) Small Group
Title: Snowflake Counting Title: Sequencing Title: Mitten lacing Title: Snowman Names Title: Letter of the Week M

Materials: snowflake cards, Materials: The Mitten, by Jan

mitten sheet, crayons, pencil Brett, orange strips of paper Materials: children, teachers, Materials: name cards, Materials: Letter M words and
precut, glue sticks, ordinal mittens, yarn, pencil, snowman pieces, crayons, pictures, pencil, crayons,
numbers to 8, animals from the
story markers, colored pencils markers, children’s fingers
Target Skills: Listening skills,
Target Skills: Listening skills,
counting skills, one to one
counting skills, hand-eye Target Skills: Listening skills,
correspondence hand-eye
coordination, fine motor skills, hand-eye coordination, fine Target Skills: Listening skills, Target Skills: Hand-eye
coordination, fine motor skills,
turn taking, motor skills, turn taking, hand-eye coordination, coordination, writing, letter and
number recognition, turn taking,
descriptive language skills, fine alphabet awareness
Learning Standard: Recognize motor skills, literacy skills, oral
Learning Standard: Represent and name some upper and lower
Learning Standard: Children motor skills Learning Standard: Children
the number of objects with a case letters of the alphabet
ask questions and make demonstrate
written numeral. especially those in their own
predictions based on Learning Standard: Children phonological/phonemic
observations and manipulation name. Children demonstrate recognize themselves as unique awareness (listen to and
of things and events in the phonological/phonemic individuals having their own identify language sounds)
environment. awareness (listen to and abilities, characteristics,
identify language sounds. feelings and interests
Recognize the written form of
one’s written name.
Art Art Art Art Art
Title: Mitten Marble Painting Title: Mitten Marble Painting Title: Painting in the snow Title: Spider Hands Title: Spider Hands
Materials: snow in the sensory Materials: black paint, Materials: black paint,
Materials: marbles, laced Materials: marbles, laced table, watercolors, paint children’s hands, orange paper, children’s hands, orange paper,
mittens, different colored mittens, different colored brushes googly eyes, glue, white crayon, googly eyes, glue, white crayon,
paints paints Target Skills: Listening skills, glitter glitter
hand-eye coordination, fine
Procedure: Target Skills: Listening skills, motor skills, visual Target Skills: Listening skills, Procedure
Target Skills: Listening skills, color recognition, fine motor discrimination hand-eye coordination, fine Target Skills: Listening skills,
hand-eye coordination, counting, skills, hand-eye coordination, motor skills, name recognition hand-eye coordination, identify
fine motor skills Learning Standard: big and small.
Learning Standard: Experiments with a variety of Learning Standard:
Learning Standard: Experiments with a variety of mediums and methods of using Experiments with a variety of Learning Standard:
Experiments with a variety of mediums and methods of using art materials. mediums and methods of using Experiments with a variety of
mediums and methods of using art materials. art materials mediums and methods of using
art materials. art materials
Large Group Large Group Large Group Large Group Large Group
Title: Snowball Toss Title: The Mitten, by Jan Title: How many mittens are Title: Howard Wigglebottom Title: Name Graph
Brett you tall? Learns We Can All Get Along Materials: children, teachers,
Materials: The book, The Materials: teachers, children, Name cards, listening ears,
Materials: cotton balls, letter
Mitten, by Jan Brett, Mittens, Mittens, chart paper Materials: e-beam, children, eyes looking, Graph on chart
plates
animals from the story teachers, Howard paper
Procedure: Discuss letters of Wigglebottom Learns We Can
Procedure: Discuss the the alphabet. Place each plate All Get Along Procedure: Discuss the numbers
drawings of each child’s family. upside down in the middle of on the graph. Show each child’s
Target Skills: Listening skills,
Who is part of your family? the Procedure: Talk with the name. Say the letters in the
turn taking, social skills, learn
motions for poem How many family members live children about how to be a child’s name. Clap the letters in
in your house? Find the number Target Skills: Listening skills, great listener with your friends. each child’s name. How many

Learning Standard: Children on the graph that matches the turn taking, social skills,
find Show the animated book. Sing claps did you here? Have each
demonstrate that they number on your house. Compare- letter that their name starts the songs and lesson. child come up and place their
understand what they observe Which number has the least with name above the appropriate
houses? /which number has the Target Skills: Listening skills, number on the graph. Ask
most houses? Learning Standard: Children turn taking, social skills questions about the graph.

demonstrate pro-social Which number has the most

Target Skills: Listening skills, problem-solving skills and social Learning Standard: Children names above it? Which has the
turn taking, social skills, one to interactions. Students will demonstrate pro-social problem least? Whose name is the
one correspondence, comparison demonstrate observable solving skills and social longest?
smaller, larger listening behaviors. interactions
Target Skills: Listening skills,
Learning Standard: Uses turn taking, social skills,
senses to observe, gather, and answer questions by making
interpret information. Shares observations
ideas about objects and living
things. Learning Standard: Uses senses
to observe, gather, and
 interpret information.
Children
demonstrate that they
understand what they
observe

Gross Motor Gross Motor Gross Motor Gross Motor Gross Motor
Title: Scooters Title: Duck, Duck, Goose Title: Wheel Barrel Race Title: Tricycles Title: Duck, Duck, Goose

Materials: Scooters Materials: children and Materials: children and Materials: tricycles Materials: children and
teachers teachers teachers
Procedure: Talk with the Procedure: Talk with the
children about spring and Procedure: Talk with the Procedure: Talk with the children about spring and Procedure: Talk with the
summer activities. Discuss with children about games we can children about spring and summer activities. Outside we children about games we can
children; sit on the scooters play with our friends. Tell them summer activities. Outside we might use a tricycle to exercise play with our friends. Tell them
only, keep hands on the handles, that we are going to play duck, might use a wheel barrel to do our legs. Ride the tricycle in one that we are going to play duck,
use your feet to move, move in duck, goose. Go over the rules yard work. Tell the children direction around in a circle. duck, goose. Go over the rules
the same direction as our of the game. One child ducks that we are going to have wheel of the game. One child ducks
friends. while the other children sit in a barrel races. Show the children Target Skills: Listening skills, while the other children sit in a
circle. If you are goosed, you how we do this (teacher hangs turn taking, large motor skills circle. If you are goosed, you
Target Skills: Listening skills, stand up and chase the ducker on to the child’s feet). stand up and chase the ducker
turn taking, large motor skills around 1 time. The ducker sits Learning Standard: Children around 1 time. The ducker sits
where the goose was sitting. Target Skills: Listening skills, demonstrate coordination and where the goose was sitting.
Learning Standard: Children turn taking, large motor skills control of large muscles
demonstrate coordination and Target Skills: Listening skills, Target Skills: Listening skills,
control of large muscles turn taking, large motor skills Learning Standard: Children turn taking, large motor skills
demonstrate coordination and
Learning Standard: Children control of large muscles Learning Standard: Children
demonstrate coordination and demonstrate coordination and
control of large muscles control of large muscles

*****Adaptations/Modifications*****

Individual adaptations and modifications are highlighted and located in small group folders.
 Monday Tuesday Wednesday Thursday Friday
Small Group Math Small Group (Science) Small Group (Writing) Small Group (Literacy) Small Group
Title: Patterning Title: Pumpkin Volcano Title: I am thankful for…… Title: Title: Letter of the Week “M”

Materials: Pattern mats, leaves, Materials: pumpkin, vinegar, dish

and acorns soap, plastic bin, baking soda Materials: children, teachers, I Materials: children, teachers, Materials: Letters to coincide
water, paper towels am thankful placemat, crayons, glue sticks, pencil, highlighters, with each child’s name, glue,
Procedure:  Pick a mat. Discuss markers, pencils name cards, puzzle names collage materials
Procedure: Discuss the
the pattern on the mat. What
characteristics of a pumpkin using
comes next in the pattern? Add
your senses. What does a Procedure: Procedure: Talk about the letters Procedure: Show each child
the appropriate picture card to the
pumpkin look like, feel like, taste in each child’s name. Have each
pattern. Target Skills: Listening skills, their name card. Decorate the
like, sound like, smell like? Fill child write their name on the line
Target Skills: Listening skills, hand-eye coordination, fine first letter of your name.
the pumpkin half way with water. next to by…. Teacher can write
counting skills, one to one Drop 4-5 drops of dish soap into motor skills, turn taking,
the child’s name with the
correspondence hand-eye the water. What do you think will highlighter so they can trace if Target Skills: Hand-eye
coordination, fine motor skills, happen when we add baking Learning Standard: Recognize needed. Talk about the parts of coordination, writing, letter and
number recognition, turn taking, soda? Drop 4-5 TBS baking soda and name some upper and lower the book ( title, front, back, alphabet awareness
into the water. What do you think author, illustrator). Take a picture
case letters of the alphabet
will happen when we add walk through the book. Read the
Learning Standard: Represent vinegar? Pour ¼ cup vinegar into
especially those in their own Learning Standard: Children
book. Demonstrate how to trace
the number of objects with a the mixture and watch the “lava” name. Children demonstrate demonstrate
the words I and See with their
written numeral. flow. phonological/phonemic finger. Then students trace the phonological/phonemic
Target Skills: Listening skills, awareness (listen to and words with a marker. awareness (listen to and
counting skills, hand-eye identify language sounds. identify language sounds)
coordination, fine motor skills, Recognize the written form of Target Skills: Listening skills,
turn taking, one’s written name. hand-eye coordination,
descriptive language skills, fine
motor skills, literacy skills, oral
Learning Standard: Children motor skills
ask questions and make
predictions based on Learning Standard: Children
observations and manipulation recognize themselves as unique
of things and events in the individuals having their own
environment. abilities, characteristics,
feelings and interests