Touring Guide The Creative Curriculum - for Preschool - Teaching Strategies
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The Creative Curriculum®
for Preschool
Touring Guide
Contents
1 The Creative Curriculum® for Preschool
2 The Evolution of The Creative Curriculum® for Preschool
4 Product Map
6 Overview
8 How Does The Creative Curriculum® Work?
10 What Are The Creative Curriculum® Objectives for Development & Learning?
12 How Curriculum and Assessment Are Linked
14 Curriculum Components
16 The Creative Curriculum® for Preschool: The Foundation
18 The Creative Curriculum® for Preschool: Daily Resources
18 Teaching Guides
20 Intentional Teaching Cards™
22 Children’s Book Collection
24 Book Discussion Cards™
26 Mighty Minutes®
27 Embedded Professional Development
28 Making Connections With Families
30 How The Creative Curriculum® Supports English Language Development
32 Sample Pages: Balls Study
34 Table of Contents
35 Why Investigate Balls?
36 Web of Investigations
38 At a Glance, Investigation 1
40 Day 1, Investigation 1
42 Day 1, Investigation 1: Book Discussion Card™
44 Day 1, Investigation 1: Intentional Teaching Cards™
47 Day 1, Investigation 1: Mighty Minutes®
48 Day 1, Investigation 1: Volume Excerpt
50 The Creative Curriculum® for Preschool, Expanded Daily Resources
52 Supplemental Teaching Guides
54 GOLDplus®
56 Benefits
Welcome to
The Creative Curriculum® for Preschool
As an early childhood educator, your first commitment
is to children—to helping them succeed in school and
in life. At Teaching Strategies our first commitment
is to you. That’s why, when you partner with us to build
quality in your program, you can be sure that you’ll have
the support you need to succeed, every step of the way.
Let’s take a look at how!
1
The Evolution of The Creative Curriculum® for Preschool
The evolution of The Creative Curriculum® for Preschool is grounded in our commitment to early
childhood educators. Over the years we’ve embraced innovation, updating the curriculum to keep
pace with what teachers need in the classroom. What began as a focus on room arrangement is
now a comprehensive collection of resources that offer moment-to-moment support. And every
edition has incorporated current research on the best ways to help children succeed.
1978 1988 2002
Room Arrangement as a The second edition of The Creative The fourth edition of The Creative
Teaching Strategy is a precursor Curriculum® is published, helping Curriculum® for Preschool offers a
to The Creative Curriculum®. teachers organize their rooms into comprehensive update, resting
interest areas and use them effectively. on a firm foundation of research and
responding to new requirements for
addressing academic content.
The first edition of The Creative Curriculum®
is born—self-published by Diane Trister Dodge
1992
and focused on using interest areas as a setting The third edition of The Creative
for learning. Curriculum® is published, presenting
for the first time our philosophy, goals,
and objectives for children’s learning,
as well as guidelines for teaching and
working with families.
2
TODAY
The Creative Curriculum® for Preschool offers teachers even more of the resources they’ve grown to
know and love. Expanded Daily Resources give teachers more choice when it comes to implementing
studies and integrating learning into every part of the day. The sixth edition of The Foundation
offers updated research and more opportunities for teacher reflection and a new volume that
builds teachers’ knowledge about science and technology, social studies, and the arts. The updated
Objectives for Development & Learning volume presents a clear picture of all of the early childhood
years, with progressions from birth through third grade.
2010 2011
The fifth edition of The Creative The Creative Curriculum® for Preschool
Curriculum® for Preschool is made up combines the five volumes from the fifth
of five volumes that build teachers’ edition (now known as The Foundation) with
professional knowledge of best practices, a comprehensive collection of daily practice
including a volume on the newly developed resources (known as the Daily Resources)
objectives for development and learning. available in both English and Spanish.
3
The Creative Curriculum® for Preschool
The Creative Curriculum® for Preschool is a comprehensive, research-based curriculum that
features exploration and discovery as a way of learning, enabling children to develop confidence,
creativity, and lifelong critical thinking skills. It is designed to help educators at all levels
of experience plan and implement a developmentally appropriate, content-rich program for
children with diverse backgrounds and skill levels.
The Foundation
NEW! NEW!
6 Volumes
Spanish and bilingual
editions available
August 2016!
4
Daily Resources*
6 Guides
The Creative Curriculum® for Preschool Intentional Teaching Cards™
M04
Toys and Games
Number Cards Objective 20
What You Do
Uses number concepts and operations
c. Connects numerals with their quantities
Related Objectives: 3a, 7a, 9b, 11a, 20a, 20b
Objective 18 Comprehends and responds to books and other texts
a. Interacts during reading experiences, book conversations, and text reflections 05 The Little Red Hen The Creative Curriculum® for Preschool Book Discussion Cards™
Related Objectives: 1a, 1c, 2b, 2c, 8a, 9a, 11a, 15a, 25, 27, 32
2. Invite the children to name any numbers they know. Including All Children
Materials: setof cards with a numeral and its
number word printed on one side, e.g., 3 and
three. On the other side, draw a corresponding
3. Encourage the children to use their fingers, buttons, or
other manipulatives to count each quantity.
• Add texture, such as Velcro® dots, to the
cards. Make sure the background is a Vocabulary Supporting Social–Emotional Development The Little Red Hen
contrasting color.
number of large dots, e.g., l l l ; buttons or “This card has a 4 on it. Let’s turn it over. Can you put
other small manipulatives a button on each dot?”
• Make numeral cards out of cardstock and groom harvest pressing with your hands Manages feelings (1a) Responds to emotional cues (2b) Interacts with peers (2c) Retold by Bonnie Dobkin
laminate to make them easier to pick up to make clean and neat to pick foods such as wheat, • “What could Little Red Hen have said • “Dog, Goose, and Cat did not see • “The Little Red Hen tries to get help
vegetables, and fruit when they are chore
4. Continue the activity as long as it interests the from the table.
talkative everyday work or job around the to her friends to let them know she that Little Red Hen felt bad about not with the jobs that she needs to do in
1. Invite the children to explore the number cards. Show ready to be picked was disappointed that they wouldn’t getting help when she asked. How can order to make the delicious bread.
children. Explain that you will keep the number cards • Lay a felt square down on the table to likes to talk all the time house or farm
them the numeral on one side of the card. Turn the
in the Toys and Games area for them to use during make picking up manipulatives easier for miller
help her?” you tell when someone feels bad or What do you do when you see that
card over and count the number of dots together. the child.
gossip
a person who grinds wheat into flour aroma disappointed about something?” someone needs help getting a job
choice time. Takes care of own needs appropriately
to talk about people who aren’t there a smell done? What could Dog, Goose, and
• Use raised numerals and dots on the (1c)
in a hurtful way or share their secrets muss Cat have done to help?”
cards, or large magnetized numerals and to make messy drifted • “The other animals won’t help the
dots, for a child to handle and feel. hoed (demonstrate action) moved slowly Little Red Hen because they are doing No one’s willing to help a hardworking hen as she
• Watch for nonverbal cues that signal
(point to illustration) dug in the kneaded as the wind blew it things to take care of themselves. plants her wheat… but everyone wants the warm
a desire to participate, such as
ground using a hoe (a hoe is a tool (demonstrate action) made or shaped Does taking care of yourself mean bread she makes later! See how the hen teaches a trio
gestures, body movements, and facial
used to dig up weeds) dough by folding, stretching, and that you can’t help others? Why do
of exceptionally lazy barnyard friends that good things
expressions.** you think so?”
come to those who help out.
• Invite English-language learners to count
in their home languages and in English.**
© 2016 Teaching Strategies, LLC. Teaching Strategies and The Creative Curriculum
are registered trademarks of Teaching Strategies, LLC, Bethesda, MD.
Teaching Sequence
Questions to Guide
YELLOW Use cards with the numbers 1–3, focusing on the side with the dots. Introduce one card at a time Your Observations
to the child. Offer the exact number of objects needed to match the card.
• What numerals did the child recognize?
“This card has one dot on it. Can you put a button on the dot?” (20c) BDC Set 1 System CC6 2016.indd 9 4/28/16 3:40 PM
“Now we have two buttons. Let’s try to put a button on each dot that you see.” • Was the child able to place one
manipulative on each dot? How did the
Children’s Book Collection
child determine the correct number of
Book Discussion
GREEN Show cards 1-5 and ask the child to name the ones he or she knows.
manipulatives to use? (20b)
“Here are five cards with numbers written on them. Do you see any numbers you know?”
• How high was the child able to count with
Invite him to put an object on each dot while counting them out. one-to-one correspondence? (20a)
“Let’s put a button on each dot. Can you count them as we go?” • How long did the child attend to
(75 books and 4 big books)
this activity? (11a)
Cards™
GREEN Lay out the cards from 1–5 with the numeral side facing up. Ask the child to count from 1–5
as you point to each card. Invite the child to choose a card, name the numeral, and turn it over to Related LearningGames®
match objects to dots. • 188. Color and Number Cards
Complete listing at
“Let’s start by counting to 5. Here are the numerals 1–5 to look at as you count. Can you
BLUE
(22 cards)
point to the number one?”
“Which card will you put pebbles on first?”
TeachingStrategies.com/
BLUE
Shuffle the cards from 1–10 and place them in a stack. Have the child pick a card and then count to
that number. Invite the child to count out the number of objects as she places buttons on the card.
PURPLE “You picked the card with an 8 on it. Can you count out 8 beads to go with it?”
PURPLE Include cards 1–20. Create piles of 10–20 objects. Invite the child to count and select the
numeral card that tells how many objects are in the pile.
“How many are in this pile? Can you find the numeral that means this number of objects?”
ChildrensBooks
Create a pile of more than 20 objects. Invite the child to count the objects, and write the numeral
that the number of objects represent.
© 2016 Teaching Strategies, LLC • TeachingStrategies.com
ITC_Mathematics-1-79.indd 4 1/15/16 6:09 PM
Intentional Teaching Cards ™
(201 cards, bilingual)
Mighty Minutes® eBook Collection Resource Organizer
(100 cards; also sold separately) (30 eBooks, bilingual)
*Also available: Expanded Daily Resources, featuring five additional studies and comprehensive daily teaching tools, and
supplemental Teaching Guides, each available for separate purchase. Please see pages 50-53 for more information.
5
Individualized. Supportive. Effective. 6
Curriculum Overview
What is The Creative Curriculum® for Preschool?
At Teaching Strategies we believe that the best way to help children
succeed is to teach them to be creative, confident thinkers. That
means offering them opportunities for hands-on exploration and
discovery that help build lifelong critical thinking skills and foster
confidence. The Creative Curriculum® for Preschool provides teachers
with the content and tools needed to encourage and support every
type of learner and address all the important areas of learning.
The Creative Curriculum® for Preschool is a research-based, comprehensive collection of knowledge-
building and daily practice resources that explains the “what,” “why,” and “how” of teaching. “What”
and “why” are explained in the six curriculum volumes that make up The Foundation. They contain
everything teachers need to know to build and implement a high-quality preschool program.
“How” is provided by way of step-by-step guidance found in the Daily Resources. These include
Teaching Guides and additional instructional tools that provide a wealth of ideas and detailed plans
for filling every day with meaningful and engaging experiences designed for all children. Special
support helps teachers individualize for English- and dual-language learners in the classroom.
What’s more, the curriculum takes the guesswork out of meeting the Head Start Early Learning
Outcomes Framework and early learning standards for each state.
7
How Does The Creative Curriculum® Work?
The Creative Curriculum® for Preschool provides both The Foundation and Daily Resources to
create a cohesive curriculum that supports teachers every step of the way throughout the
year. The Foundation is the knowledge base of the curriculum, with detailed information
about the most current research and best practices in early childhood education. The
Teaching Guides, a component of the Daily Resources, offer daily plans to help teachers
provide individualized instruction for every child and organize and manage every moment
of their day, all year long.
The Clothes Study Investigating the Topic
AT A GLANCE Investigation 1
What are the features of clothes? Spanish: pequeño, mediano, grande, tamaño, cinta para medir, vara para medir, regla, medir, largo, corto, más grande, más pequeño, igual,
Vocabulary—English: small, medium, large, size, tape measure, yardstick, ruler, measure, long, short, bigger, smaller, equal, measure, nervous medida, nervioso
Day 1 Day 2 Day 3 Day 4 Day 5 Make Time for…
Interest Areas Art: clothing of different sizes Blocks: standard measuring Library: props from Toys and Games: baby, child, Art: materials to make Outdoor Experiences
and features tools, e.g., rulers, yardsticks, Goldilocks and the Three Bears and adult clothes; standard and thank-you notes
Technology: eBook version of
measuring tapes nonstandard measuring tools Measuring Tools
Goldilocks and the Three Bears Technology: eBook version of Technology: eBook version of • After introducing measuring tapes and
Goldilocks and the Three Bears Button, Button, Who’s Got the Button? rulers during large-group time, bring them
outside for the children to use.
Question of the Day What do you know about the Is the tag inside your shirt What shapes do you see on What size clothes do you think How many buttons do you • Provide clipboards and pencils for
story Goldilocks and the Three marked with a number or the your clothes? babies wear? have on your clothes? the children to record measurements
Bears? letter S, M, or L? (Have sticky of objects.
notes available for answers.)
Physical Fun
Large Group Song: “Farmer in the Dell” Rhyme: “Riddle Dee Dee” Game: Finding Shapes on Rhyme: “Riddle Dee Dee” Music: Drums • Intentional Teaching Card P12,
Discussion and Shared Discussion and Shared Clothing Discussion and Shared Writing: Discussion and Shared “Exploring Pathways”
Writing: Exploring Sizes of Writing: Measurement Tools Discussion and Shared Baby Visit Writing: How do clothes stay
Clothes Materials: Mighty Minutes
Writing: Looking at Large
Materials: Mighty Minutes 04,
on our bodies? Family Partnerships
Materials: Mighty Minutes 04, “Riddle Dee Dee”; bag or Clothes “Riddle Dee Dee”; a few samples of Materials: drums; other objects
08, “Clap the Missing Word”; box with a variety of standard Materials: Mighty Minutes baby clothes; digital camera that can be used as drums; shirt • Ask family members to bring in old baby
small article of clothing; measurement tools 20, “I Can Make a Circle”; The Clothes Study Investigating the Topic and pants with buttons clothes that their children wore as babies.
small, medium, and large shape cards; standard and AT A GLANCE Investigation 5 • Invite families to access the eBooks,
T-shirts; digital camera nonstandard measuring tools; Goldilocks and the Three Bears and Button,
digital camera Where do we get our clothes?
Vocabulary—English: rhythm, manager, salesperson, cashier, tattered, splotched, splattered Spanish: ritmo, administrador(a), vendedor(a), cajero(a), harapiento, manchado, salpicado Button, Who’s Got the Button?
Day 1 Day 2 Day 3 Make Time for…
Read-Aloud Goldilocks and the Three Bears Goldilocks and the Three Bears A Pocket for Corduroy Button, Button, Who’s Got the Button?
Interest Areas Toys and Games: geoboards; geobands;
shape cards
Dramatic Play: props for setting up a clothing
store The Mitten Outdoor Experiences
Dramatic Play: more clothing store props
Art: materials to make thank-you notes Weaving Wall
Wow! Experiences
Technology: eBook version of Button, Button,
Materials: props to act out
Who’s Got the Button?
Book Discussion Card 02 • If you have access to a chain-link fence or a piece
of lattice, you can use it to create a weaving wall.
Tie long strips of fabric to the fence at a height the
Goldilocks and the Three Bears; Question of the Day Where do you get your clothes? (Display How should we behave on our visit to the
(first read-aloud) What was your favorite part of the visit to
fabric in and out of the open spaces. • Day 3: A visit from a dad or other
children can reach and invite them to move the
male family member
choices, e.g., store, older sibling, present.) clothing store? the store?
Family Partnerships
Intentional Teaching Card LL06, The Clothes Study Investigating the Topic
• Ask families to send in pictures of family members
in work clothes to use during Investigation 6,
“Dramatic Story Retelling” AT A GLANCE Investigation 4
Large Group Music: Rhythm Sticks
Discussion and Shared Writing: Where and
Song: Mighty Minutes 23, “Hi-Ho, the
Derry-Oh”
Music: Rhythm Stick Patterns
Discussion and Shared Writing: What
• Invite a family member who wears a uniform to• Day 4: A visit from a family member
“What special clothes do people wear for work?”
work and a family member who uses costumes for
with a baby
How Do People Get Their Clothes? Discussion and Shared Writing: Preparing for Other Items Do We Need for Our Store?
work or enjoyment to visit the classroom during
Materials: rhythm sticks
Site Visit or Visitor Materials: rhythm sticks; Mighty Minutes Investigation 6, “What special clothes do people
Materials: clipboards; pencils; Intentional 26, “Echo Clapping”; Mama and Papa Have wear for work?”
Teaching Card SE01, “Site Visits” a Store
Option 1: Play Dough Option 1: What’s Missing? Option 1: Bigger Than, How is cloth made? Option 1: Small, Medium, and Option 1: Tallying Features
Small Group
Wow! Experiences
Vocabulary—English: loom, weave, knit, crochet, cloth, appreciate, decent Spanish: telar, entretejer, tejer, croché, tela, apreciar, decente
• Day 2: A site visit to a clothing store
Smaller Than, Equal To 1 Large Book Make Timeof
for…Clothing
Intentional Teaching Card Intentional Teaching Card DayRead-Aloud A PocketDay
for Corduroy
2 Day 3 Button, Button, Who’s Got the Button?; Something From Nothing
a few small manipulatives for each child Arrange to visit a clothing store during a
time when the children can interview the
M15, “Play Dough” (See card LL18, “What’s Missing?”; Intentional Teaching Card Interest Areas Discovery: fabric;
magnifying glasses; Intentional Teaching Card LL04,
Intentional Teaching Card
Art: strips of paper for
children to weave in and
outOption
of paper or cardboard;
Discovery: The Quinceañera
Dramatic Play: class loom
Outdoor Experiences
Go In and Out the Windows
Intentional Teaching Card manager or an employee.
(See the directions forOption
making
for equipment, ingredients, M09, “Bigger Than, Smaller “Bookmaking”; paper; pencils or M06, “Tallying”; paper,
Small Group 1: Rhyming Riddles 1: Show Me Five Option 1: Sly Salamanders
clothing collection; large piece LL45, “Observational
Drawing”; clipboards; felt-
tip pens
prepared paper for weaving
Intentional Teaching Card LL11, a“Rhyming
Library: Abuela’s
Riddles”; Weave
props
loom that are givenIntentional
next page.)
on the
Five”; buttons
• Have the children stand in a circle holding
Teaching Card M16,hands,
“Showlifting
Me them up in the air to formIntentional Teaching Card LL16, “Tongue
Twisters”
“windows.” As you sing, invite one child to
and recipe.) of paper Than, Equal To”; building crayons; binding materials
What does the fabric on
Option 2: Clothes Poem
Intentional
What Teaching
comes next in the Card LL10, What
“Rhyming
comes from sheep? “Nursery
clipboards, and pencils
weave in and out the windows (your raised
Option 2: Nursery Rhyme Count
Intentional Teaching Card M13,arms).
Option 2: Same Sound Sort
Intentional Teaching Card LL12, “Same
Question of the Day
Option 2: Biscuits Option 2: Memory Card Game blocks; measuring tools The Clothes Study Investigating the Topic
your shirt feel like? Chart”;
pattern? clothesapoem
(Display
Option 2: Small, Medium, and
simplethat rhymes
repeating pattern, such as
blue-red-blue-red.)
Rhyme Count”; cotton balls; Physical
paper
green construction
Fun
Option 2: How Clothes Stay
• Intentional Teaching Card P10,
Sound Sort”; items that do and do not start
with S; box or bag for storage
“Jumping Rope”
Intentional Teaching Card Intentional Teaching Card
Option 2: Measure &
AT A GLANCE Investigation 3 Large Group
Large Computer
Game: Sorting Ourselves
Mighty Minutes® Body Weaving
Mighty Minutes
Book
07, “Hippity Hoppity, “Baa,
Movement:
Many?” and Shared
How Baa, Black Sheep”
Song:
Mighty Minutes 24, “Dinky Doo” on Our Bodies
Family Partnerships Mighty Minutes 18,
• Inform families that the class will be “I’m Thinking Of…”
Compare
Discussion and Shared Discussion Discussion and Shared
Intentional Teaching Card LL02,
Writing: How Is Cloth Writing: Weaving Writing: How Cloth Is Made conducting a clothing drive at the end of the
M10, “Biscuits” (See card for LL08, “Memory Games”; Made? Materials: broom handles Materials: Mighty Minutes Intentional Teaching Card
study. Ask them to start collecting clothing to
How do people make clothes? Materials: The Quinceañera; or yardsticks; crocheted or 29, “Baa, Baa, Black Sheep”;
donate. You may also want to ask a few family
equipment, ingredients, and a memory game or set of Intentional Teaching Card “Desktop Publishing”; digital
pieces of woven fabric knitted clothing item or
Vocabulary—English: sketch, design, fashion designer, seamstress, tailors, stitch, hem, sewing machine, manufactured, huipil, tapestry
blanket; magnifying glasses
The Quinceañera; a piece of
Spanish:
raw wool (if boceto,
available); M11, “Graphing”; clothing
members to help take the clothes to a donation
site after the clothing drive.
classdiseño, diseñador(a) de modas, costurera, sastres, puntada, ruedo, máquina de coser, manufacturado, huipil, tapiz
loom; ribbon
recipe.) duplicate pictures of clothing M12, “Measure & Compare”; Day 1 Day 2
camera; computer; printer;
Day 3 Day 4 Wow!Day
Experiences
5
fasteners, e.g., zippers, Velcro®,
Make Time for…
• Day 1: A visit from someone who knits
TheGames:
Read-AloudToys and Paper Bag Princess Toys andButton, Button, Who’s Got the Uncle Nacho’s Hatpaper for body tracing Outdoor
Experiences
How to Make a Loom
clothing collection;
Interest Areas
bookbinding supplies; paper; each
Art: materials for designing fabric Games: geoboards; Art: large Art Area: fabric scraps; glue
buttons, laces
or crochets
shirts: pencils, paper, scraps cut into pieces to geobandsButton? Library: materials for thank-you Toys and Games: matching Follow the Leader on a Line
Use a large cardboard rectangle and mark every
stamps, stencils, rulers, match or pattern Dramatic Play: fabric pieces that notes fabric scraps ¼" on both thetapetop
or and bottom. Make 1" cuts
nonstandard measuring tools child’s word bank
markers • Make long lines with masking
Small GroupArt: large paper1:for
Option Option
body With Printcan be draped
Playing or1:tied
Geoboards
to create Option 1: Play Dough Weaving on each of the marks you measured, making sure
sidewalk chalk outside.
tracingsIntentional Teaching Card clothes Intentional Teaching Intentional Teaching Card that the bottom marks line up perfectly with the
• Lead a game of follow the leader,
top marks (see picture above). String the warp
LL23,
Technology “Playing
: eBook With
version Card
Art: large M21,
paper “Geoboards”;
for body tracing P02, “Play Dough Weaving”;
having children move in different
or vertical yarns.ways
Tie a large knot on the end of
Environmental Print”;
of The Quinceañera geoboards; bands; shape cards play dough; play dough tools along different lines, e.g., skip on the
environmental print, e.g., your string to hold the string in place. Slide the
Option 2: I’m Thinking of a Option 2: Twisted Pretzels curved line, hop on the straight line,
cereal boxes; logos; stop signsWhat colors
Shape
string into the first slot and gently pull until
and gallop on the zigzag line.
Mighty Minutes 18, “I’m Mighty Minutes 20, “I Can Mighty Minutes 27, “Diddle,
Question of the Day
Mighty Minutes 74, “Jack in Mighty Minutes 25, “Freeze”;
What is written on your Do you think we can we mix together to Which fabric pattern
Card do you like What kind of clothes will you
Mighty Minutes®
Intentional Teaching knot is secure. Pull the string tightly down the
clothes: words, numbers, or Option 2: Shopping Trip make green?
make clothes? Intentional Teaching Card best? (Display
P03, “Twisted different fabric
Pretzels” design today?
The Clothes Study Investigating the Topic • Invite children to corresponding
take turns leading.
slot on the bottom and insert the
nothing? Intentional Teaching Card M20, “I’m Thinking of a patterns.)
(See card for equipment, string into this first slot. Tightly pull the string
Thinking Of …” Make a Circle” Investigation
Diddle, Dumpling” 2 the Box” dance music; letter cards
LL31, “I Went Shopping”; Shape”; geometric solids; ingredients, and recipe.) Physical Fun up the back and insert into the second top slot,
AT A GLANCE Large Group Game: Sort by Shirt Design
environmental print found
Book: The Quinceañera
empty containers shaped like
Movement: Making Shapes
geometric solids Movement: Body Lines Book: Something From Nothing
andCard
• Intentional Teaching then P09,
down to the second bottom slot. Repeat
in a grocery store, e.g., “Up and Away.” procedure until all slots are full. Tie off the string
Discussion and Shared Discussion
emptyand Sharedcontainers With Scarves
product Discussion and Shared Writing: Discussion and Shared Writing:
and trim the excess (see picture).
Writing: Designing Clothes Writing:orDo You grocery
labels; Think We
bag Discussion and Shared Thinking About Lines Using Fabric Pieces to Make
(show sketch in The Can Make Clothes? Writing: Visitor Who Sews
Materials: Mighty Minutes 09,
Clothes Family Partnerships
How do we take care of our clothes? Quinceañera)
Mighty
Materials: digital Minutes
camera;
Materials: The Quinceañera
® Mighty Minutes 19, “I Spy
Materials: scarves; shape cards;
Mighty Minutes 29, “Baa,
music; digital camera
“Writing in the Air”
Mighty Minutes 21, “Hully
Materials: Something From
Nothing; A Pocket for Corduroy;
• Invite a family member who knits
or crochets to visit the class during
Vocabulary—English: powder, liquid, solid, laundromat, clothesline, straight, curve, slant, mend With My Little Eye” Baa, Black Sheep”
Spanish: Gully, How
polvo, líquido, en barra, lavandería, Many?”
cuerda para secar ropa, recta, curva, inclinada, arreglar Investigation 4, “How is cloth made?”
The Quinceañera fabric scraps
Day 1 Day 2 Day 3 Day 4 Make Time for… • Invite families to access the eBook,
Read-Aloud The Girl Who Wore Too Much Something From Nothing The Girl Who Wore Too Much Abuela’s Weave The Girl The
WhoCreative
Wore Too Curriculum
Much ® The Quinceañera.
for Preschool
Interest Areas Sand and Water: powder, Sand andBook Discussion
Water: soap, Card 03 Library: letter stamps BookLibrary:
Discussion Card 03story and
clothesline Book Discussion Card 03
Outdoor Experiences
liquid, and bar soaps; egg (firstbeaters
mixers, and read-aloud)
from the Art: pieces of paper with a
(second read-aloud)
props or the pocket storytelling (third read-aloud) Wow! Experiences
beaters; whisks previous day’s experience props Walking the Line
variety of lines drawn on them, • Day 3: A visit from someone who sews
• Make long1:lines outside with masking tapeOption
or
Small
Dramatic Play: laundry Group Option 1: Patterns on e.g., straight,
Optionzigzag, curved;
1: Sewing Paper Option eBook version
1: Mixing Paints
Technology: Option Writing Poetry 1: Writing Poetry
baskets Clothing one or two lines perTeaching
sheet Card of Wash and DryCard P30, sidewalk chalk.
Intentional Intentional Teaching Intentional Teaching Card Intentional Teaching Card LL27,
Technology: eBook version Intentional Teaching Card P01, “Let’s Sew”; hole “Mixing Paints”; red, blue, • Demonstrate how children
LL27, “Writing Poems”; can walk on them,
audio e.g., Poems”; audio recorder
“Writing
of Wash and Dry M14, “Patterns”; clothing punch; yarn; toothpicks; yellow, black, and white paints; when they walk on the straight line, tell them to
recorder Option 2: A Collection of Poems
collection; crayons, heavyweight paper tray; paintbrushes; paper; The keep their bodies straight; on curved lines, they
Option 2: A Collection of
markers, or pencils; paper Girl Who Wore Too Much; The should walk with a curved back, etc. Intentional Teaching Card LL27,
Option 2: Let’s Sew Poems
Question of the Day Which soap will make the Which soap will clean best: Can you find something with Do you have pockets on your
Quinceañera “Writing Poems”; audio recorder;
best bubbles: liquid, powder, Option 2:
liquid, powder, or Button
bar? Patterns a straight line and something clothes today? Going on a Line Hunt
Intentional Teaching Card
Intentional Teaching Card digital camera
or bar? Intentional Teaching Card with a curved line in
P01, “Let’s our burlap or
Sew”; Option 2: Dyeing Paper Towels LL27,
• Invite “Writing
children Poems”;
to look audio lines outside. Use
for various
M14, “Patterns”; buttons; classroom?
other loosely woven fabric or Intentional Teaching Card recorder;
a digital digital
camera camera
to take photos or let the children
crayons, markers, or plastic mesh; blunt needles; P31, “Tie-Dyed Towels”; take pictures of the lines they find.
pencils; paper yarn or thick thread paperBook:
towels;A food
Large Group Music: Beating Drum Patterns Movement: Move Like a Song: “This Is the Way We Pocketcoloring;
for Corduroy • Create a book of lines by using the photos the
Washer or Dryer Wash Our Clothes” eye droppers; ice cube tray; children took or download them onto a classroom
Discussion and Shared Discussion and Shared Writing:
clothespins; clothesline; The computer or tablet for children to look at.
Writing: Cleaning Clothes Discussion and Shared Discussion and Shared Mending
Girl Who Wore Too Much
Writing: Remembering a Trip Writing: Finding and Making
Materials: drums or objects Materials: Mighty Minutes 04,
to be used as drums; stained or to the Laundromat or read Lines “Riddle Dee Dee”; A Pocket
Family Partnerships
Mighty
dirty piece of clothing; Minutes®Wash andMighty
Mighty Dry Minutes 16, Mighty Minutes 12,
Materials: Mighty Minutes 06,
Mighty Minutes 24,
for Corduroy; torn clothing;
Mighty Minutes 28, Mighty Minutes 42, “Come Play
• Ask family members to accompany the class on the
“Nothing, Nothing, “Ticky Ricky” “Dinky Doo” “Counting Calisthenics” With Me”
Minutes 26, “Echo Clapping”; Materials: Wash and Dry; a “This Is the Way”; clothesline mending items, e.g., patches, site visit.
Something”
Wash and Dry; washboard; clothesline and clothespins for zipper, Velcro®, button with • Invite a family member who sews to visit the
Intentional Teaching Card hanging clothes to dry. needle and thread class during Investigation 3, “How do people
SE01, “Site Visits” make clothes?”
• Invite families to access the eBook, Wash and Dry.
Read-Aloud The Mitten Llama Llama Red Pajama The Mitten Wash and Dry
Book Discussion Card 02 Book Discussion Card 02 Wow! Experiences
(second read-aloud) (third read-aloud)
• Day 1: Visit to a laundromat
Small Group Option 1: Letter Stamps Option 1: Button Letters Option 1: Observing Changes Option 1: Dramatic Story
Retelling When you call to schedule the site visit, talk
Intentional Teaching Card Intentional Teaching Card Intentional Teaching Card
LL07, “Letters, Letters, LL03, “Alphabet Cards”; M07, “Ice Cubes”; ice cubes; Intentional Teaching Card LL06, with the manager to arrange for the children
Letters”; alphabet stamps; ink buttons; alphabet cards paper towels; cups; measuring “Dramatic Story Retelling”; The to interview a staff member if possible.
pads; construction paper or Option 2: Feeling Letters tools Mitten; story props
magnetic letters and board Option 2: Baggie Ice Cream Option 2: Pocket Storytelling
Intentional Teaching Card
Option 2: Shaving Cream Intentional Teaching Card
LL15, “Texture Letters”; Intentional Teaching Card
Letters
letters cut out of a variety M08, “Baggie Ice Cream” LL09, “Pocket Storytelling: The
Intentional Teaching Card of fabrics (See card for equipment, Mitten”; mitten-shaped pocket;
LL13, “Shaving Cream ingredients, and recipe.) toy or picture props
Letters”; shaving cream
Mighty Minutes® Mighty Minutes 53, “Three Mighty Minutes 22, “Hot Mighty Minutes 19, “I Spy Mighty Minutes 13,
Rowdy Children” or Cold Shapes”; variety of With My Little Eye” “Simon Says”
three-dimensional shapes
8The Clothes Study Investigating the Topic
Day 1 Investigation 1
Read-Aloud Read Goldilocks and the Three Bears. children that the book will be available to
What are the features of clothes? • Before you read, remind children about
the question of the day. Ask, “What do
them on the computer in the Technology
area.
you know already about the story?”
English-language learners
• As you read, talk about the sizes of the To help English-language learners identify
bears, bowls, chairs, and beds and relate props, have them point to objects in the
this information to the sizes of the shirts book’s illustrations or to objects in the
discussed at group time. room, such as chairs. Then confirm their
Vocabulary • After you read, ask what props are comprehension and model language for
English: small, medium, large, size
needed to act out the story. List them on talking about the items. For example, say,
Spanish: pequeño, mediano, grande, tamaño
chart paper or a whiteboard. Invite the “Yes, we need a small chair to act out the
Question of the Day: What do you know about the story
Goldilocks and the Three Bears? children to help you gather them. Tell the story.” Emphasize the name of the prop.
Large Group Opening Routine • Refer to the chart, “What do we know
• Sing a welcome song and talk about
about clothes?” and say, “[Ashley] said Small Group Option 1: Play Dough • Use small-, medium-, and large-sized
clothes come in different sizes. So this biscuit cutters to cut out shapes or use
who’s here. • Review Intentional Teaching Card M15,
must be the wrong size.” the rims of glasses or cups to cut the
“Play Dough.”
Song: “The Farmer in the Dell” biscuits. Talk to the children about the
• Ask, “How can we find out what size
• After the play dough is made, invite sizes as they work.
• Review Mighty Minutes Card 08, “Clap clothes or shoes we wear?”
children to create small, medium, and
the Missing Word.” • Record their answers on a chart. large objects.
• Follow the guidance on the card using • Allow children to examine the label
the song, “The Farmer in the Dell.” size in their own or each other’s shirts Option 2: Biscuits
or shoes and share or chart their • Use Intentional Teaching Card M10,
In this activity, you are helping responses. “Biscuits,” to make biscuit dough with The Clothes Study Investigating the Topic
children sharpen their phonological • Lay out a small, medium, and large
Day 2 Investigation 1 the children.
awareness skills by listening for a T-shirt and ask children what they notice
Choice Time As you interact with children in the interest
areas, make time to
• Provide paper and pencils for
recording observations if the children
What are the features of clothes? • Observe how they measure objects. are interested.
particular word in a sentence. about the shirts.
• Encourage them to read the numerals on
Mighty Minutes
the tools.
® • Use Mighty Minutes 18, “I’m
• Invite a couple of children to try on the
Vocabulary
English: tape measure, yardstick, ruler,
measure, long, short
Read-Aloud
Thinking Of….” • Reread Goldilocks and The Three Bears. Retelling stories helps children build
Discussion and Shared Writing:
Invite the children to act out the story comprehension skills. Read more about
Spanish: cinta para medir, vara para medir,
shirts and talk about how they fit. Take regla, medir, largo, corto with the props gathered yesterday. retelling in the section on teaching
Question of the Day: Is the tag inside your shirt marked with a number or the letter • Refer to Intentional Teaching Card LL06, strategies in The Creative Curriculum
S, M, or L ? (Have sticky notes available for answers.) for Preschool, Volume 3: Literacy.
Exploring Sizes of Clothes
“Dramatic Story Retelling” for more
photos of this experience. Large Group Opening Routine • Ask open-ended questions about the
items, e.g., “What could I measure with
information.
• Sing a welcome song and talk about
Large-Group
this?” “Which one of these would be
• Pretend to struggle to put on a piece
who’s here.
better for measuring how tall the door is?”
• Recall the day’s events.
Small Group Option 1: What’s Missing? • Use any memory or lotto game that you The Clothes Study Investigating the Topic
Before transitioning to interest areas, talk Rhyme: “Riddle Dee Dee” have in your classroom or create one
Day 3 Investigation 1
• Pass items around for children • Review Intentional Teaching Card LL18,
by gluing pictures of matching clothing
• Review Mighty Minutes 04, “Riddle Dee to examine. “What’s Missing?”
of a child’s clothing that is obviously
Roundup What are the features
items onto index cards.
to the children about how they can use • Invite children who painted at the easel
Dee.” Try the jumping syllables variation • Demonstrate how to measure a person • Follow the guidance on the card using
on the back of the card. using a tape measure and talk about the clothing items to play the game.
These games help children improve
importance of finding out the length of Choice Time As you interact with children in the interest
too small. their clothing display in the Art area to Using “Riddle Dee Dee” in this
new way gives children practice
of clothes?
pants or a dress.
• Emphasize that our clothes and shoes
Option 2: Memory Card Game
during choice time to share their work
• Review Intentional Teaching Card LL08,
their visual memory skills. This
skill will be important in literacy
areas, make time to
• Observe each child’s ability to recall the
English-language learners
To help children who lack oral proficiency in
development as children remember English participate in dramatic play, model
with breaking words into separate “Memory Games.” Follow the guidance events of the story. Pay attention to how
come in different sizes so we have to a letter or word. In math, they will the language used for various roles so that
inspire paintings at the easels. inspired by the clothing display.
syllables in a playful way. on the card. they negotiate roles and interact with
measure our bodies to find our size. use the skill to recognize numerals, children become familiar with it.
shapes, and patterns. each other during the retelling.
Discussion and Shared Writing: Using a strategy such as a mystery
Measuring Tools bag helps children focus their
• Show pictures from yesterday’s attention. Being able to attend
Mighty Minutes® • Use Mighty Minutes 20, “I Can Make
experience or remind children of the to a task is an important part of a Circle.” Read-Aloud Read A Pocket for Corduroy. • As you read, ask, “Do you have
cognitive self-regulation. • Before you read, share the title of the pockets on your clothes? Why are they
importance of choosing clothes that fit.
book and ask, “What do you think this important?”
• Refer to the question of the day and sort
sticky notes by size. Vocabulary
Large-Group • Recall the day’s events.
book will be about?” • After you read, help children review
Before transitioning to interest areas,
Roundup • Remind the children that a dad or other
Choice Time
their predictions of what they thought
As you interact with children in the interest to spark their imaginations. “What do • Use a mystery bag or box to introduce or
review a variety of standard measuring
talk about the measuring tools in
the Block area and how children
English: bigger, smaller, equal, measure
Spanish: más grande, más pequeño, igual, medida
Question of the Day: What shapes do you see on your clothes?
male family member is coming to visit
the classroom tomorrow. Talk about
the story would be about.
tools, e.g., tape measure, ruler, yardstick, can use them. the clothing size he might wear. Ask the
areas, make time to you notice about these clothes? Which foot measurer.
Large Group Opening Routine
children to think about questions to ask
• Have the children measure the visitor’s
him about his clothing size and record
clothes with standard measuring tools, Small Group Option 1: Bigger Than, Smaller Than, Option 2: Measure & Compare
• Sing a welcome song and talktheir
aboutquestions on the chart, “What do we Equal To
one do you think is the most interesting?
e.g., rulers or tape measure, and–or Review Intentional Teaching Card M12,
who’s here. want to find out about clothes?”
• Observe how children use the clothing to
nonstandard tools, e.g., interlocking • Review Intentional Teaching Card M09, “Measure & Compare.” Follow the guidance
Game: Finding Shapes on Clothing cubes or paper clips. “Bigger Than, Smaller Than, Equal To.” on the card for measuring clothing items
from the collection.
Why?” 30 The• Creative Curriculum ®
for 20,
Preschool • Record children’s comments and Follow the guidance on the card.
Review Mighty Minutes “I Can 31
inspire their paintings. Before they begin Make a Circle.” Follow the guidance
on the card.
observations.
• Talk about the question of the day.
"Do you see any shapes on our
to paint, ask them a couple of questions Discussion and Shared Writing: • Use Mighty Minutes 27, “Diddle, Diddle,
Looking at Large Clothes
visitor’s clothes?"
Mighty Minutes® Dumpling.”
• Introduce the visitor to the children Take photos of classroom visitors
or have the related child introduce and children’s investigations so you
the visitor. can document their learning and
• Ask the visitor to show the clothing that refer to those pictures throughout Large-Group • Recall the day’s events.
the study. Write a descriptive
he brought to share.
sentence underneath each one.
Roundup • Remind children that a baby is coming
to visit the classroom tomorrow. Ask the
• Ask him about the size of his clothes and
28 The Creative Curriculum® for Preschool refer to the list of questions the children
generated yesterday.
Before transitioning to interest areas, talk
children to think about questions that
they would like to ask the caregiver about
29
about the props from Goldilocks and the the baby’s clothing. Record
• Allow children to ask their questions and Three Bears that are in the Library area their questions.
compare their clothing sizes to his. and how children may use them.
• If the visitor brought a baby picture, have
him share it with the children. Compare
the clothing in the picture with the size
of clothing he wears now.
32 The Creative Curriculum® for Preschool 33
The Teaching Guides provide detailed Why Studies? Advantages of Studies
guidance for using the other rich The study approach allows for deep, •
allow children to explore science and
curricular resources and give teachers firsthand exploration of topics that social studies topics while developing
the unique flexibility to adapt learning interest children, offering myriad ways skills in language and literacy,
experiences for each child. This ensures to learn about each topic. Plus, the study math, technology, and the arts
that every day teachers are helping all approach not only allows children to
children participate fully and meet • let children apply their acquired skills
gain a deeper understanding of the topic
important early learning standards. in meaningful, real-life contexts
but also encourages them to develop
skills across all domains as they apply the • encourage higher-level thinking,
What Are Studies? investigative process. development of intellectual interests,
and positive approaches to learning
Most Teaching Guides feature studies,
hands-on, project-based investigations The five study topics featured in the • give children the necessary skills to
of topics that are relevant to children’s Teaching Guides offer plenty of flexibility solve problems and find answers to
everyday experiences. Studies are for teachers to incorporate many of the their questions in a creative way
exciting and engaging. They tap into typical themes that are used in preschool
• support the development of social–
children’s natural curiosity, resulting classrooms all over the country. Just like
emotional skills, such as resolving
in a learning environment that is both themes, studies approach teaching and
conflict, sharing responsibilities,
fun and intentional. learning through a topic of interest to
and working collaboratively
preschool children. Also like themes, studies
integrate learning across developmental • encourage family involvement
The study approach is a method of
integrating content learning through and content areas and enable teachers
children’s in-depth investigations of a to plan primarily hands-on experiences.
Study Topics
meaningful topic. Children raise questions Many activities from a teacher’s existing
themes can be built right in to one of the • Balls • Clothes
about the topic, and through exploration
study topics. • Buildings • Reduce,
and discovery they find answers to
• Trees Reuse, Recycle
their questions.
9What are The Creative Curriculum® for Preschool
Objectives for Development & Learning?
The 38 research-based objectives are the heart of the curriculum and define the path
teachers take with children in their classroom. They inform every aspect of teaching, include
predictors of school success, and are aligned with state early learning guidelines and the
Head Start Early Learning Outcomes Framework.
SOCIAL–EMOTIONAL LANGUAGE
1. Regulates own emotions and behaviors 8. Listens to and understands increasingly
complex language
a. Manages feelings
a. Comprehends language
b. Follows limits and expectations
b. Follows directions
c. Takes care of own needs appropriately
9. Uses language to express thoughts and needs
2. Establishes and sustains positive relationships
a. Uses an expanding expressive vocabulary
a. Forms relationships with adults
b. Speaks clearly
b. Responds to emotional cues
c. Uses conventional grammar
c. Interacts with peers
d. Tells about another time or place
d. Makes friends
10. Uses appropriate conversational and other
3. Participates cooperatively and constructively
communication skills
in group situations
a. Engages in conversations
a. Balances needs and rights of self and others
b. Uses social rules of language
b. Solves social problems
COGNITIVE
PHYSICAL
11. Demonstrates positive approaches to learning
4. Demonstrates traveling skills
5. Demonstrates balancing skills a. Attends and engages
b. Persists
6. Demonstrates gross-motor manipulative skills
c. Solves problems
7. Demonstrates fine-motor strength and
coordination d. Shows curiosity and motivation
a. Uses fingers and hands e. Shows flexibility and inventiveness in thinking
b. Uses writing and drawing tools 12. Remembers and connects experiences
a. Recognizes and recalls
b. Makes connections
13. Uses classification skills
14. Uses symbols and images to represent
something not present
a. Thinks symbolically
b. Engages in sociodramatic play
10Curriculum Overview
Our latest edition of the curriculum, The objectives cover 10 areas of
features expanded objectives for development and learning, including
development and learning from birth broad developmental areas, content
through third grade. New progressions areas, and English language acquisition.
for first, second, and third grade enable Many objectives also include dimensions
teachers to see children’s development that guide teachers’ thinking about
and learning along a progression across various aspects of that objective and
the whole of the early childhood years. help clarify what it addresses.
LITERACY MATHEMATICS
15. Demonstrates phonological awareness, phonics 20. Uses number concepts
skills, and word recognition and operations
a. Notices and discriminates rhyme a. Counts
b. Notices and discriminates alliteration b. Quantifies
c.
Notices and discriminates discrete units of sound c. Connects numerals with their quantities
d. A
pplies phonics rules and knowledge of word d. Understands and uses place value and base ten
structure to decode text
e. Applies properties of mathematical operations
16. Demonstrates knowledge of the alphabet and relationships
a. Identifies and names letters f. Applies number combinations and mental
number strategies in mathematical operations
b. Identifies letter-sound correspondences
21. Explores and describes spatial relationships
17. Demonstrates knowledge of print and its uses
and shapes
a. Uses and appreciates books and other texts
a. Understands spatial relationships
b. Uses print concepts
b. Understands shapes
18.
Comprehends and responds to
22. Compares and measures
books and other texts
a. Measures objects
a.
Interacts during reading experiences,
book conversations, and text b. Measures time and money
reflections
c. Represents and analyzes data
b. Uses emergent reading skills
23. Demonstrates knowledge of patterns
c.
Retells stories and recounts details from
informational texts SCIENCE AND TECHNOLOGY
d.
Uses context clues to read and comprehend texts 24. Uses scientific inquiry skills
e. Reads fluently 25. Demonstrates knowledge of the characteristics
of living things
19. Demonstrates emergent writing skills
26.
Demonstrates knowledge of the physical
a. Writes name properties of objects and materials
b. Writes to convey meaning 27. Demonstrates knowledge of Earth’s environment
c. Writes using conventions 28. Uses tools and other technology to perform tasks
SOCIAL STUDIES
29. Demonstrates knowledge about self
30. Shows basic understanding of people and how they live
31. Explores change related to familiar people or places
32. Demonstrates simple geographic knowledge
THE ARTS
33. Explores the visual arts
34. Explores musical concepts and expression
35. Explores dance and movement concepts
36. Explores drama through actions and language
ENGLISH LANGUAGE ACQUISITION
37. Demonstrates progress in listening to and
understanding English
38. Demonstrates progress in speaking English
11How Curriculum and Assessment Are Linked
Before beginning any journey, you need to know where teachers are heading. When teachers
begin to implement the curriculum, they can look to the Objectives for Development & Learning
to guide them. These objectives, now expanded through third grade, define the skills, knowledge,
and behaviors that teachers are helping children acquire in their program. Teachers now have a
complete picture along a progression across the whole of the early childhood years, from birth
through third grade.
Objective 20 Uses number concepts and operations
b. Quantifies
Not Yet 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Demonstrates Recognizes and Makes sets of 6–10 Solves simple equal Answers how much Answers how much Compares
understanding of names the number objects and then share problems; questions about questions about fractions and
the concepts of one, of items in a small describes the parts; makes sets of 11–20 wholes partitioned wholes partitioned explains them
two, and more set (up to five) identifies which part objects and then into equal-size into equal shares using physical
instantly; combines has more, less, or the describes the parts shares of two of two (halves), models, pictorial
• Says, “More apple,” and separates up same (equal); counts and four; verbally four (fourths), representations,
to indicate he wants all or counts on to • Cuts a banana in half labels each part and three (thirds); and number lines
to five objects and
more pieces than find out how many and says to a friend, and describes its verbally labels each
describes the parts
given “Now, we each have a part and describes • Partitions the
relationship to the
• Takes two crackers • Looks at the sand • Says, “I have nine fair share because we its relationship to space on a number
whole
when prompted, table and says cars in a row. I only each have the same.” the whole line from 0 to 1
“Take two crackers.” instantly, without need one more to • Uses two-sided • Cuts a paper pizza into six equal parts
counting, “There are get to 10!” counters to into two equal parts; • Divides a rectangle Puts a red dot
three children at the • Says, “I have eight determine gives one part to a into two rows and to indicate 4/6,
table.” big buttons, and different number friend and says, “We two columns of a green dot to
• Says, “I have four you have eight little combinations for 14 have equal amounts. equal size; colors indicate 2/6, and a
cubes. Two are red, buttons. We have We each have half of in one part when blue dot to indicate
• Counts the students the pizza.” asked to represent a whole. Signs,
and two are blue.” the same.” in the circle, and
• Divides a clay length one fourth, colors “That’s six sixths.”
• Puts three bunnies • Tosses 10 puff balls says, “There were in another part to
in the box with the at the hoop. When 12 of us from Mrs. into four equal parts • Given a plate
when asked by the show one half divided into
two bears. Counts three land outside, Holt’s class, and four
and says, “Now I says, “More went more kids came. That teacher to make • Says, “When I put eighths, shows one
have five.” inside.” means there are 13, fourths these four quarter piece for 1/8, three
14, 15, 16 of us playing Signs, “It’s three pieces together, I pieces for 3/8, and
• Puts two dominoes fourths” when asked have one whole. four pieces for 4/8.
together, says, “Five dodge ball.”
what three pieces of Four fourths equal Then says, “Hey,
dots,” and counts the whole represent a whole.” these 4/8 are
on: “Six, seven, equal to one half
eight. Eight dots all • Provides the
correct response because they are
together.” the same size!”
when the teacher
shows pictures
representing two
thirds, two fourths,
one half, etc.
Volume 6: Objectives for Development & Learning 121
CC6_Vol_6_ODL_Main.indd 121 3/1/16 5:04 PM
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