Program Overview - Florida Office of Early Learning
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Program Overview
A Comprehensive PreKindergarten Curriculum
A curriculum organized around Big Experiences that
engage children and integrate all learning domains,
including social-emotional, academic, and physical
development.
Rich and varied opportunities for
meaningful conversations that help
children build oral language and
vocabulary at school, home, and beyond.
Books! Books! Books! Big books, little books,
eBooks, audiobooks, and more that ensure every
child has access to the very best literature and
informational text, at school and at home.
Innovative technology for children,
teachers, and families—bringing everyone
into the learning process.
A new, comprehensive program including
Daily Writing, Daily Math, and Extended Play
activities.
The BEST Choice for PreKindergarten Classrooms!
BIG DAY Thematic and Integrated Instruction
for PreK Guides Learning
Curriculum Big Day for PreK is organized into eight engaging and child- Each theme incorporates an important social-emotional focus Make Learning Bigger
Matrix friendly themes with materials and activities that build knowledge,
skills, and concepts that foster integrated learning.
in addition to the knowledge focus to ensure children learn key
social skills.
THEME 1 Ready for 2 My 3 Our 4 Awesome 5 Imagine It, 6 Growing Up 7 Nature All 8 Moving
School! Family Community Animals! Make It Healthy Around Us On
SOCIAL- The Social-
EMOTIONAL Cooperation Kindness Responsibility Attention Initiative Self-Awareness Curiosity Persistence Emotional
FOCUS Focus is introduced,
practiced, and
Children learn Children learn about Children learn Children learn about Children learn how Children learn about Children learn about Children reflect on reinforced
the expectations, family members, about the role of life science through imagination and their bodies and their environment all the ways they throughout the
KNOWLEDGE routines, and family roles, and the community in the exploration of creativity shape how to take care of by investigating have grown and
their lives and the animals and animal our world. themselves. characteristics of changed during the
theme.
behaviors of unique qualities of
FOCUS school. families. importance of good life cycles. the natural world. year.
Eight citizenship.
relevant and
child-friendly WEEK 1 My School
Who’s in My
Places We Go
All Kinds of Using My
My Senses
How Do Plants
Going New Places
themes organize the Family? Animals Imagination Grow? The
curriculum I am getting to I am an important I visit many places in I live in a world full I can imagine The five senses I can plant a I am ready to go Knowledge
content. know my part of my family. my community. of animals. all kinds of help me explore seed and to new places. Focus identifies
school. things. my world. watch how the learning
Ideas it grows. objectives and key
TM
understandings
Make Learning Bigger
WEEK 2 We Take Care Taking Care What’s in
of each theme.
Four weeks Making Friends People We Meet Animal Homes Tools We Use Trying New Things
of Each Other of Myself the Sky?
of instruction
I will make friends I love my family The workers in my Animals have I can use tools I know how I see how the sky I feel comfortable
build children’s
at school. and they community help a home just to create to be healthy. is different trying new
knowledge in things.
love me. everyone. like me. and build. during the
concepts, language,
and skills.
Ideas day and
TM
at night.
Make Learning Bigger
WEEK 3 Creepy, Crawly
Learning Together Family Fun Things That Move Insects Things We Build Eating Well Our Weather I Can Do It!
I work and play with I share special times Transportation is I am very curious I can use different I eat healthy The weather affects I always try
Big Ideas my friends at with my family. for doing jobs and about bugs. materials to foods. what I wear and do my best.
school. getting around my make new each day.
help children
understand the Ideas TM
community. things.
week’s learning goals Bigger
4
Make Learning
and connect what WEEK
All Kinds of Animals Grow
they are learning Getting Along Going Green! and Change Art All Around Us Staying Safe The Seasons We’re Big Now!
Families
to their world.
I know how to share Every family is I can make Animals grow and I enjoy art that other I know what I notice how the Look at what
and I care about the unique. a difference. change just like people create. to do to seasons change. I can do
feelings of others. me. be safe. now.
Ideas TM
Make Learning Bigger
2 3
Organization
A Flexible Schedule to Match Your PreK
and Teaching Classroom Needs Teaching Guides Organized the Way You Teach
Materials Whether you teach half-day or full-day, Big Day for PreK provides The Teaching Guides include comprehensive planning tools, embedded
Make Learning Bigger
flexible lessons to fit the needs of all settings. Below are professional development, and clear learning objectives to inform daily instruction.
suggestions for how a classroom schedule may be organized.
Half-Day Schedule
Meet & Greet 10 minutes
Circle Time/Story Time (Big Experience 1) 20 minutes
Learning Centers with Small-Group Instruction 60 minutes
Snack Time 10 minutes
Circle Time/Story Time (Big Experience 2) 20 minutes
Outdoor Time 30 minutes
Circle Time/Story Time (Big Experience 3) 20 minutes
Teacher Space –Our dynamic, online Closing 10 minutes
planning and management tools offer Teaching Guide Organization
customizable lesson plans to ensure all
lessons match your schedule. Each Teaching Guide begins with theme-
specific content and activities to help you
Full-Day Schedule FULL FULL
launch the theme in your classroom.
DAY DAY
Meet & Greet 10 minutes
Circle Time/Story Time (Big Experience 1) 25 minutes Learning Centers
Learning Centers with Small-Group Instruction 60 minutes
The first tab is your complete guide
Snack Time 10 minutes
to setting up and managing Learning
Circle Time/Story Time (Big Experience 2) 25 minutes Centers for the theme.
Outdoor Time 25 minutes
Lunch 30 minutes Weekly Instruction
Read Aloud: Children’s Choice 15 minutes
Each of the four weeks of instruction
Quiet Time 60 minutes
includes a week overview, day at a glance
Songs and Fingerplays 10 minutes charts, and daily lessons.
Circle Time/Story Time (Big Experience 3) 25 minutes
Learning Centers with Responsive Instruction 30 minutes Knowledge, Skills, and Concepts
Outdoor Time 25 minutes
Big Day is available in an
Closing 10 minutes English Edition and an The end of each Teaching Guide features
a detailed list of the curriculum scope
FULL
DAY
Check
FULL for full-day activities throughout the Teaching Guide.
DAY
English-Spanish Edition. and sequence.
4 5
Weekly Weekly Learning Objectives Organized
Organization in One Convenient Location
The Weekly Overview provides a snapshot of the key learning Make Learning Bigger
objectives covered in daily instruction as well as the literature
selections for each day.
Week
3 overvieW Things That Move Our Community
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Online
BIG Idea: For Families
Transportation is for doing Read Aloud Songs and Read Aloud Songs and ABC Book
Remind families to share in their child’s
Fingerplays Fingerplays
jobs and getting around my I’m Your Bus Make Learning Bigger
Dig Dig Make Learning Bigger
ABCDrive! learning by exploring the Big Day Online
“I’ve Been “On the Go” Family Space for:
community. Digging • Big Day BookFlix videos, multimedia
Working on 1st
Read books, and activities
the Railroad” • Tip of the Week
Knowledge Focus: Read Aloud
• Theme Letter Use Family
Children learn about the role Literature I’m Your Bus • Online Fun and Games Space to keep
of the community in their • Learn and Play Downloadables
Big Book Read Aloud
3rd
Read • Family Resources and more! families informed
lives and the importance of
Learning Carlo Likes I’m Your Read Aloud AND Access the Teacher Space to customizeabout classroom
good citizenship. 2nd lesson plans, get resources, set up family tips,
Objectives in key Counting Bus Dig Dig Digging Read
and more. activities relevant to
domains provide Social-Emotional 1st
1st
Read
2nd
Read each week.
teachers with an Focus: Responsibility
Read 2nd
Read
overview of skills • Review: • Practice: Deletes syllables • Practice: • Practice: Deletes syllables • Practice: Deletes syllables
taught throughout Vocabulary Phonological Segments words into their from words Deletes syllables from from words from words
Hh
the week. Theme Words Awareness component syllables words
driver
passenger Alphabet • Review: Letters Aa–Gg • Introduce: • Practice: • Practice: Letter Hh and /h/ • Practice/
safety Knowledge Letter Hh and /h/ Letter Hh and /h/ • Review: Letters Aa–Hh Write/Assess: Letter Hh Blocks & Building Center
traffic • Use toy vehicles and blocks to The
Concepts of Print • Comprehension: • Concepts of Print: Parts of a • Comprehension: • Comprehension: Retells a • Comprehension: Learning
“visit” places in the community. Centers
transportation Distinguishes Real From Book Uses Picture Clues to Story, Asks and Answers Uses Book Information
travel and Make-Believe • Comprehension: Uses Book Understand Words Questions, Uses Picture Creativity Center chart offers an
The Comprehension • Dip marbles in paint and let
them roll to create streetsat-a-glance view of the
vehicle Information Clues
Vocabulary list for toy
Story Words vehicles. week’s scaffolded
outlines the week’s • Shared/Interactive: • Interactive: Completes a • Interactive: • Independent: Writes • Shared:
factory squelch Writes a List Sentence Completes a Sentence Symbols or Letters, Writes Contributes Ideas for Dramatic Play Center activities.
words for teachers to Emergent • Act out riding, driving, and getting
linger sweepers • Independent: Forms Letters Name Writing
use in both formal and Writing • Independent: Writes on and off the bus.
ribbons swoosh
informal scoops whir
Symbols or Letters Math Center
learning times. • Make AB patterns with vehicle
Math Words • Speaking and Listening: • Speaking and Listening: • Speaking and Listening: • Speaking and Listening: • Speaking and Listening: sounds.
pattern Follows Oral Directions Speaks in Complete Builds Oral Fluency Speaks Politely Responds Appropriately,
Oral Language Reading & Listening Center
repeat • Vocabulary: Uses Describing Sentences • Vocabulary: Classifies • Vocabulary: Understands Uses Longer Sentences
• Act out different types of vehicles
Words Words Into Groups Meanings of New Words from transportation books.
Social Studies
Words • Introduce: Creates/Extends • Practice: • Practice: Recognizes/ • Practice: • Practice/Draw/Assess: Science Center
Patterns • Creates/Extends Patterns Creates/Extends Recognizes/Creates/ Creates Patterns • Explore how different vehicles roll
ferry taxi Mathematics down a ramp.
• Review: Compares Distances • Review: Counts Items Patterns Extends Patterns
Small Group lessons
subway
Technology Center
Science Words • Science and Health: occur every day and
• Watch and read along with Rosie’s
• Social Studies: Transportation • Science and Health: • Social Studies: • Science and Health:
motion speed and People Investigates Motion Transportation and People Investigates Motion Investigates Motion Walk. build skills
position • Physical Development: Uses • Social Studies: Transportation • Fine Arts: Acts Out Stories • Social Studies: • Social Studies: Writing Center in a systematic
Transportation and People
Content Areas Gross Motor Skills and People • Physical Development: Transportation and People
• Technology and Media:
• Make and label a collaborative pattern.
Uses Gross Motor Skills • Physical Development: Uses transportation collage.
Fine Motor Skills Learns Through Technology
148 Week 3 • Things That Move Overview • Week 3 149
6 7
Responsive Meeting the Needs of Each Child Small Groups Reinforce Critical Skills
Instruction Intentional lesson modifications and follow-up activities are
provided each day to support teachers in meeting the needs of
Daily Small-Group Instruction provides multiple opportunities for
children to be actively involved in learning, developing skills with
Enhances all children. teacher modeling, guidance, immediate feedback, and support. Make Learning Bigger
Learning
TUESDAY Social-Emotional One-to-One
Responsive Instruction
3 Pay Attention to Bugs
Make Learning
Follow-Up
activities provide
What We Are Learning
TUESDAY
Social-Emotional
Revisit the Story One-to-One intervention
Follow-Up for children
Big Book
Book Reread Bugs! Bugs! Bugs! and talk about bugs children have seen who need additional
Use these suggestions to provide intervention for today’s
Responsive Instruction
2
• Pays attention Stix
and their experiences with them. Ask children which of the bugs in learning during Learning Center time or other times.
Comprehension
• Uses book information Over in the Meadow the book they have seen and where they have seen them.
Extend key concepts and skills Observe
support in developing
If . . . Then key
... skills.
What We• Are Learning Emergent Writing
Book Stix USES BOOK INFORMATION
Make Learning
across the curriculum.
One-to-One Follow-Up
Forms letters Get Ready to Read •
Pay Attention to A child needs In general, provide breaks
TUESDAY
Phonological Awareness Play “I Spy”
Alphabet Knowledge
Ask children to identify the cover of the book. Then read the title. Mathematics Use theseBugs Observe to provide
suggestions more support
intervention for within group activities and
today’s
Responsive Instruction
Oral Language
1
• Identifies rhyming words
• Uses describing words Aska children
Explain that meadowtoisreview what it field
a flat, grassy means andtothat
payanimals
attentionlive
and look whether children to stay focused
learning during Learning Center time or other times. give children the
Concepts of •Print
Shows understanding of spoken
• Parts of a book
English
Thisnear
IsorLetter
in closely
a meadow Ll
at something.
because it is a good place to find food. Show English English
LanguageLanguage Counting 1, 2, 3
Extend key concepts and skills
can remain
focused onIf . . .
Observe
while guessing
the changes
Thento ...
opportunity to move.
Increase time between
What We Are Learning
Comprehension
Mathematics
• Have
what animals youchildren
think weplay “I Spy.”
might find inGive four children
a meadow. magnifiers.
Encourage Development
Development Make Learning
Have children take out their magnifiers. Have
across the curriculum.
One-to-One Follow-Upengaging group the array of breaks to build children’s
• Uses book information • Counts objects Introduce thetoLetter
children • pretend
Read thetobook
be animals that theyafter
again, pausing predict might
each beHave
page. in thevolunteers
Reinforce number
Reinforce the word children use their magnifiers and count the spots Over in the activities for up to
A child needs objects . . .
Talk about appropriate attention spans.
Social-Emotional book. on each ladybug they see in Bugs! Bugs! Bugs! Use these 10–15 minutes.
L l
Oral
• Cooperates andLanguage
plays with others
Physical Development Help today’s PARTSsay,
Letter OF A“IBOOK
Helper spy withthe
put on myLetter
little eye
Vest prepared with Ll, each child words by holding
.” Encourage up the
attention to help children Mathematics Meadow support to
suggestions to provide interventionbehaviors for today’s•
before Withthethis
group
activity, help
appropriateunderstand
number of directions You might also have children count the wings on SOCIAL-EMOTIONAL
• Speaks in complete
Phonological Awareness
• Uses math words
sentences
• Uses fine motor skills and explain that Ll iswith
Read Together
a magnifier
the focus to look
letter this week. closely at the illustrations and tell about
fingers for each
such number
as, May I have your the bee and the antennae on the caterpillar. Ask
learningObserve
duringwhether
Learning Center
children can
regulatetime or other activity.
behavior while Teacher: Whenwhat
times. children by talking through
they see on the table
Small Groups
• Uses gross motor the details they see. For instance, “I spy with my little eye an you read aloud. Cue Shapestoincount the other
Meadow we sing and
• Segments onset and rime
Mathematics
skills • Ask children to describe the uppercase L. Point out that it is a
Book Read the book insect
aloudwithascolorful
you wings.”
track the Challenge
print with a children
pointer. to guess the children to
attention? or Attention,
join you in
Extend keychildren
concepts and skills bug parts as well. Observe If . . . acting outThen
regulate behavior a .dance,
.. we wantafter opening
to have fun. their eyes, Instruction follows a
tallStix
letter with a short foot. Ask the Letter Helper to point to the please. Say one of these Ask children to look for shapes in Over in the in a group. verse through But sometimesfor
Alphabet Knowledge
• Shapes in the real world insect. saying and showing each across the curriculum.COUNTS OBJECTS weexample,
can get I know there consistent routine:
• Produces correct letter sounds letter on • Review
the vestthe versesUSES
as children aboutDESCRIBING
practice andWORDS
ratssaying lizards. Discuss
the letter’s and
name. commands and model an Meadow, and use attribute blocks to compare SOCIAL-EMOTIONAL
This Is Letter Ll dance . . . Take a walk
A child needs too silly.around Thisthe was aitleaf
makes hardnext to the
number. alert, attentive posture.
Science
• Identifies letter and Health
sounds
• Investigates the environment
demonstrate the words gnaw and mossy, using the pictures for
• Help children notice Daily thatWriting:
the lowercaseOurletterBig lBug looksSpylike theChart EnglishUSES Language Repeat, asking children to
MATH WORDS
the shapes. Then, provide shapes of various sizes
Phonological Awareness Observe whether support to classroom for to everyone ladybug,
look fortoLl.have a good but it’s not there • Teach/Review
support. and colors cut out of construction paper, glue, children can produce the anymore.
do to it somewhere
Is
• Guidetime. Whattocan you • Model
Book Stix
Emergent Writing follow your model. the child find theon
uppercase letter Create
L without the foot.
a chart of the items that children spied in the book. Development
At the else
Fine Arts
• Forms letters and sheets of paper. Invite children to use them to
Name the Ladybug produce the sound /l/ . . . letter have fun and stay
Ll in classroom safe the
print, whiletable?
• Creative expression • Reread the book, this
spytime
withasking children
eye thetoPicture
join in andmake
choral- of the practice SHOWS UNDERSTANDING OF • Practice
• Explain that lettertop, write “I
Ll makes the sound my/l/.little
Display .” Let’s a listchildren
Help
SPOKEN ENGLISH
create the bodies of different bugs that might be correct sound for such we dance? and book
as posters
Mathematicsthrough dance/art read the rhyming we words with
theyou.
Big Experiences • Identifies shape attributes Card for leaf. Tellthings
children spied
that in
the first book!
sound
IDENTIFIES RHYMING WORDS the /l/ sound. Model the
Have
in leafchildren
is /l/. It dictate
is their findings
mouth position of the
Repeat the fingerplay, this
found in a meadow. time segmenting
beginning sound from the rest of the word for
the the target letter. covers.Child: not touch other people
spelled•withAskanchildren
and
Ll. Ask tochildren
help look
youatwrite
the illustration
the letters
to repeat to tell
for
the sound you
anyand why the meadow
easy-to-sound-out
the words. SHAPES INPhysical DevelopmentFULL FULL ALPHABET
introduce children Modifications • As youTeacher:
THE REAL WORLD find examples That’s of a great rule!
Social Studies sound. Have children echo DAY
• Animal helpers
Vocabulary word as theyis a good
pretendplace
to for bees
float like tofalling
a live. Provide
leaf. clues, such
PRODUCES
• When each child has had a turn, read the chart aloud.
as Bees are
CORRECT you.Invite
Say la la la. Have
the last word of that phrase. (“Ladybug, ladybug, DAY KNOWLEDGE
Ll, have
Let’s thestart
childa hold up put that
list and
where will you /l/ /and/.”) Invite children to repeat
to new: Story Words insects that get their food from flowers. USES BOOK INFORMATION/
LETTER SOUNDS children to chant, “I spy with my little eye children
.” and pointecho
to you again, after you.
Bug Paths a magnetic
on the letter
list Ll
first.to
Words to Use gnaw INVESTIGATES THE ENVIRONMENT and repeat as necessary At the sand table, trace a path along which Use these suggestions matchto it differentiate
to the letters heinstruction
or to
Observe Observe whether the childchildren
who provided
can produceeach ending as you, he, or she
the correct says it. Continue the discussion,
until they are producing SEGMENTS ONSET AND RIME FULLtrace a
FULL bug. First, meet individual needs. she finds and then make
• Vocabulary ladybug meadow sound forSing andletter.
the target Dance
FORMS LETTERS the sound correctly.
childrenFine
can move
Artsa plastic
DAY DAY the
creating
/l/ sound.
a short list of
simple line. Next, create more complicated paths appropriate behaviors that
• Concepts land mossy Play the music for the song “Over in the Meadow,” or sing the PRODUCES CORRECT
Theme 8 ● Week 4
3-Year-Olds
Make Ladybug Remember
Wings Details Who
with Is in
twists andthe Barn?
turns. Finally, brush the sand flat you can illustrate and post in
Miss Bindergarten Gets
Ready for Kindergarten
leaf LETTER SOUNDS
First Reading
song to children. Invite pairs to act out each verse through When you revisit the story, theuse room. photos from the Internet to
p. 6 …cools her cocoa: What is Emily doing to
and invite children to take turns creating their own
cool her cocoa? (Wh- QUESTION) Children will
p. 9 …(picture of Miss B. with toys for playing love to….
• Skills On a“Ladybug,
table or theLadybug,”
rug, set up a collection
childrenoftotoy bugs. Invite Help children to make a “barn door” by folding
house): Where is Miss Bindergarten’s • Call out the first
Perform the fingerplay asking
helper? (Wh- QUESTION) letter in each
student’s name.
help children recognize the difference between real and
Copyright © Scholastic Inc. All rights reserved.
pp. 14–15 …hops along: What do you notice
about Kiki’s mother? (OPEN-ENDED) • Guess each kind
dance, starting with the mother turtle and little turtle. Have bug paths in the sand for others to follow.
of animal.
pp. 34–35 …(picture of students playing in
classroom): I see a frog painting a picture.
the two edges of a piece of brown construction
What do you see? (OPEN-ENDED)
children
listen for the /l/ sound. Helptochildren
be bug watchers
identify theand to look
words thatatbegin
the bugs very carefully. Repeated Readings
illustrated bugs. Compare the photos to the illustrated insects
additional pairs interpret the verses through dance as the
p. 7 …her sister: Fran Lister kisses her .
2nd
(COMPLETION)
3rdwith the /l/ FULL
Modifications
paper to meet in the middle.
Social StudiesFULLHave each child draw
USES FINE MOTOR SKILLS
p. 10 …packs her bunny: What do you bring to
sound,Try to as
remember
ladybug what each bug looks like and where it is.
school each day? (DISTANCING)
such and land.
pp. 16–17 …ready for kindergarten: Tell me
Read in the read-aloud book. During the memory game, you might
about this picture. (OPEN-ENDED)
Read song progresses. CREATIVE EXPRESSION THROUGH DANCE an insect or other animal DAY DAYAs each
p. 29 …for kindergarten: What were some
inside the barn.
things that Miss Bindergarten did to get
ready for school? (RECALL)
• Provide each child • Ask
withchildren to close halves.
two paper-plate their eyes while
Invite you move or remove an
children also limit the number of objects in the collection for younger
TM
Modifications
child presents his/her artwork, have the others
Observe Observeinsect. Open
to use markers or crayons whether
to yourchildren
decorate eyes, canwatchers!
bug
halves likeregulate
ladybugOne of the bugs has Farmers and Ladybugs Use thesechildren.
suggestions to differentiate instruction to
behavior in aflown/run
group. away! Which bug is missing/has moved? ask, Who’s in your barn? Invite the child to “open”
wings. Encourage them to write the letter Ll on each wing. Explain that
the ladybugs
barn doorsareand
helpful
nametothefarmers
animal that he/she meet individual needs.
becausehas theydrawn.
eat other bugs. Invite half of the Special Needs instruction to
TM Theme 8 ● Week 4
I O TUse these suggestions to differentiate
Extended
Then fasten together Play
each child’s
Mywings with a paper brad Modifications NS
IT N
Make Learning Bigger
• Invite Meadow
Miss Bindergarten Gets
volunteers to take turns moving a bug while the other
3-Year-Olds
Ready for Kindergarten
class to be ladybugs and the other half to be
TR A
IM
meet individual needs.
First Reading
fastener or a stapler.
p. 6 …cools her cocoa: What is Emily doing to
children
FORMShave theirsheet
eyes closed. Haveas them
well open their eyes and forTHROUGH
Bigother
Experiences
cool her cocoa? (Wh- QUESTION)
LETTERS For the memory game, provide objects with bright,
Children will
E
love to….
CREATIVE EXPRESSION ART
p. 9 …(picture of Miss B. with toys for playing
Provide children with a green or blanket
house): Where is Miss Bindergarten’s
farmers. The “ladybugs” act out gobbling
• Call out the first
helper? (Wh- QUESTION) letter in each
student’s name.
Before beginning the book,
colorshave
and children
a variety count slowlyInvite
to children to
Copyright © Scholastic Inc. All rights reserved.
pp. 14–15 …hops along: What do you notice
about Kiki’s mother? (OPEN-ENDED) • Guess each kind
again tell ladybug
which bug has in
moved. 3-Year-Olds
of animal.
• Then have children fly their wings groupspaper.
of five. contrasting of textures.
pp. 34–35 …(picture of students playing in
PAYS ATTENTION
classroom): I see a frog painting a picture.
Make Learning as tissue paper, chenille sticks, and colored helpand
bugs that are harmful to farmers’ crops, teachers
the tailor
What do you see? (OPEN-ENDED)
Physical Development ten on theirfeel
fingers with
asyou. Let them know that theymoving
will be an object.
Repeated Readings
as well observe the objects before
p. 7 …her sister: Fran Lister kisses her .
As theyWork
fly, invite them tomake
look for thewhether
letter Ll children
in environmental
(COMPLETION)
together to flowers, grass, and other items thatfocused on “farmers” thank them for their help.
p. 10 …packs her bunny: What do you bring to
Observe Observe can remain Write the uppercase letter L on paper and then show children
lessons for children T with e
school each day? (DISTANCING)
1st 2nd IT I O N
S listening for some special words that rhyme with numbers.
pp. 16–17 …ready for kindergarten: Tell me
Bigger deepens
about this picture. (OPEN-ENDED)
N
print and objects that begin with activities
the /l/ sound.
p. 29 …for kindergarten: What were some
d tran
Read Read for up COOPERATES
things that Miss Bindergarten did to get
might be found
engagingin agroup
meadow. Encourage children
to to play in the
10–15 minutes. alo
ready for school? (RECALL)
Hop! Hop! Hop!
TR A
how their left index finger and
withthumb
you thecan be made into theas one and
IM
ANIMAL HELPERS Have themEnrichment
repeat rhyming pairs such
special needs, 3-year olds, same L shape.
E
TM
Interv
sici
AND PLAYS WITH OTHERS/IDENTIFIES
meadow; they might pretend LETTER toSOUNDS
be animals in the meadow, or
understanding and sun, twoRepeat the three
and blue, word leftand(emphasizing the /l/
tree, and so on.
ón
Before going to the next activity, read the page that
meadow explorers. If possible, have a picnic in the meadow
Daily Math: Ladybug Landings Oral
has the and children
Language
grasshopper hopping. Tell who are to hop sound), and then raise your right hand and say right. Thenor remove more than
children
While children’s eyes are closed, move
solidifies learning. during snack or lunch. Save the items to use when you revisit
Place onthethebook
rug one
nextcone,
week.sphere, cube, and
ready
like a grasshopper for
to stand
N S more
ITIin
ONline
T d tran abeginning
of
before
e
call out left as you one
Special object from
Needs
encourage the array
children of bug-related
to repeat the word anditems. Encourage
Look Around
their next the Meadow
activity. alo make the L shape children
with theirtoleft
sayhands.
what has changed. Invite pairs to take turns
TR A
IM
rectangular prism. Make your fingers a flying ladybug that lands challenge. If children moving
have problems identifying
guessingrhyming wordshave
in the
Interv
sici
E
items and which items been moved
ón
on a shape. Pass the shape around the circle for children to touch. To gather children for theUSES
nextGROSS
activity, pretend
MOTOR to
SKILLS text, assist by clapping twice to signal a rhyming pair. Tell
or removed.
Name the shape using informal names (cone, ball, box, brick). look around, and ask, What animal does (Ivan) see
Alphabet Knowledge Special Needs
children to join in and choral-read the words when they hear
in the meadow? Prompt the child to respond by To makeyour
the art supplies easier to grasp, provide wide
signal.
Guide children to identify shape attributes. How many corners? e
naming an animal and saying, “I seealao d tran in
How many sides? Let different children take turns flying their Listen Ladybugs markers and large block crayons for children with motor
Interv
sici
the meadow.” Continue naming children one at a
Enrichment
control issues to use as they decorate the ladybug
ón
ladybugs to the next shape and repeat the activity. NAMES SHAPES/ Have children make an L shape with an index
time and letting them go to the next activity after
IDENTIFIES SHAPE ATTRIBUTES finger and thumb
they for each /l/ sound they hear and
answer. paper-plate halves.
As you read the book, invite children to come up and count
then line up to go to the next activity.
how many baby animals are on each page. If the child is able,
118 Week 3 • Creepy, Crawly Insects
Listen, little ladybugs
SPEAKS IN COMPLETE SENTENCES
Enrichment Observations
ask him/her to also locate the number word in the Creepy,
text. Crawly Insects • Week 3 119
For the sound of letter Ll. Encourage children who are able to do so to copy onto a list
Lovely little ladybugs love bugs for lunch. guide
the Ll words their group finds in environmental print. teachers to
/l/, /l/, /l/, Ladybugs!
monitor progress and
IDENTIFIES LETTER SOUNDS
note which children
116 Week 3 • Creepy, Crawly Insects
need intervention
Creepy, Crawly Insects • Week 3 117
follow-up.
8 114 Week 3 • Creepy, Crawly Insects Creepy, Crawly Insects • Week 3 115
9
Everything Robust Resources Create a Purposeful
You Need to and Fun Learning Environment
Make Every Day Big Day for PreK provides everything you need to create and
manage a purposeful and fun early learning environment
Make Learning Bigger
a BIG DAY! Lesson Plans and materials are flexible and meet the needs
of all PreK classrooms. Formal and informal assessment tools BIG Book Box BIG Book Box Little Book Box Little Book Box BIG Wall
give teachers the flexibility to observe and monitor children’s E N GLI SH SPAN I SH ENGLISH SPANISH Chart Box
progress. Big Books and Big Books and Little Books Little Books Wall Charts for
Lap Books for Sharing Lap Books for Sharing for Little Hands for Little Hands Building Oral Language
BIG Theme Box T H EM E S 1 – 4
Resources for Planning and Teaching
Teacher Welcome Kit
Essential Tools Wall Charts
English & Spanish
for Getting Started
Technology Center Books Alphabet Books
English & Spanish English & Spanish BIG Learning Box
Materials for Building Language and Content-Area Knowledge
Professional Handbook
Songs and Fingerplays
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Teaching Guides English & Spanish Manipulatives Kit
English English & Spanish • Snap Cubes
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• Pattern Blocks
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• Magnetic Healthy Food Kit
BIG Theme Box T H EM E S 5 – 8 Classroom Alphabet Chart
including Ñ, ñ
• Magnetic Numbers
Resources for Planning and Teaching Science Posters
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Letter Vest and Vest
Math Mats Pocket Letters
Technology Portfolio
English & Spanish
• Teacher Space • Professional Magnetic Alphabet Letters
• Family Space Development including Ñ, ñ
• BookFlix Magnetic
Picture Cards Alphabet Board
English & Spanish Letter Cards English & Spanish Number Cards
Technology Center Books Alphabet Books English & Spanish
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Big Day Online
BookStix™ Audiobooks CDs
English & English &
Spanish Spanish
Be BIG in the
Classroom
Routines
Posters
English & Teaching Guides
Spanish English Read-Aloud Books BookFlix Teacher Space Family Space
English & Spanish English & Spanish English & Spanish
Big Day for PreK is published in two editions: English and English/Spanish. Spanish components are included in the English/Spanish edition.
* Spanish titles are included in the English-Spanish Edition.
10 11
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