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Fall Harvest Theme

Fall Harvest Theme. How Environment Meets the Needs of Target Students. Areas, objects and everyday items marked with words & pictures Alphabet displayed at eye-level Book area with multi-cultural books Pictures of India displayed Centers for small groups of children

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Fall Harvest Theme

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  1. Fall Harvest Theme

  2. How Environment Meetsthe Needs of Target Students • Areas, objects and everyday items marked with words & pictures • Alphabet displayed at eye-level • Book area with multi-cultural books • Pictures of India displayed • Centers for small groups of children • Centers for individual play • Structured, predictable routines • Explanation of activities and transitions • Picture cards for answers, questions

  3. Greeting 9:00 AM- 9:15 AM Name recognition activity Fine-motor activity Find job Circle Time 9:15 AM- 9:30 AM Story/Theme Discussion Calendar Weather Pledge of Allegiance Transition Song Library 9:30 AM- 9:40 AM/T Movement 9:30 AM- 10:00 AM/TR Small Group Activities 9:40 AM – 10:50 AM Bathroom Centers Individual Activities Large Muscle Room Clean-up 10:50 AM- 11:00 AM Transition Activity 11:00 AM- 11:15 AM Bathroom/Snack 11:15 AM- 11:40 AM Story and/or Game Check Mailboxes and Cubbies Departure 11:50 AM- 12:00 PM Daily Schedule

  4. Activity 1 Baking Bread • Targeted Standards: • Big Idea Toolkit-Participating • Early Learning Content Standards-Speaking Skills & Strategies (A) Meets the Needs of All Learners • Written and picture recipe cards (ex. Slide 11) • Varying sizes of utensils • Small group activity (B) Incorporates the Standards • BI-Taking part in an activity, following directions, taking turns with materials, answering questions (Pretti-Frontczak, Jackson & McKeen, 2005) • ELCS-Initiating conversation by taking turns during baking process, expressing ideas and needs clearly through verbal/non-verbal cues when asking for ingredients (ODE, 2006) (C) Includes Family/Community Priorities & Preferences • Parent volunteers coming in to help assist with the activity • Bread to be shared at the Family Thanksgiving Feast

  5. Activity 1

  6. Activity 2 Find the Letters of Your Name/Name Tracing Stencil • Targeted Standards • Big Idea Toolkit-Classifying/Comparing • Early Learning Content Standards-Handwriting/Word Recognition (A) Meets the Needs of All Learners • Varying types of writing instruments available (pencil, large crayon, finger tracing, magnet letters on board) • Picture and color-coded prompts for letter recognition • Stencils ranging from first letter-to whole name (ex. Slide 13) • Individual activity (B) Incorporates the Standards • BI-Creates a group of letters to form name, sorts by upper/lower case (Pretti-Frontczak et al., 2005) • ELCS-”Print letters of own name and other meaningful words with assistance using mock letters and/or conventional print.” (ODE, 2006) (C) Includes Family/Community Priorities & Preferences • Name stencil with magnet sent home for parents/students to trace together • Activity sent home with first name individually cut into each letter (Ex: P-A-T-R-I-C-K) for parents/students to work together on letter recognition

  7. Activity 2

  8. Activity 3 Indian Corn Counting • Targeted Standards: • Big Idea Toolkit-Counting • Early Learning Content Standards-Number & Number Sense (A) Meets the Needs of All Learners • Tactile/visual activity • Number answers correspond with colors • Varied representation of numbers, number words and pictures (B) Incorporates the Standards • BI-Counts pieces of corn in correct order, assigning numbers/colors (Pretti-Frontczak et al., 2005) • ELCS-”Count to 10 in the context of daily activities and play, demonstrate one-to-one correspondence when counting objects” (ODE, 2006) (C) Includes Family/Community Priorities & Preferences • Ties in to discussion about foods we have at Thanksgiving

  9. Activity 4 Graphing our Favorite Foods/Healthy vs. Non-Healthy Foods • Targeted Standards: • Big Idea Toolkit-Representing • Early Learning Content Standards-Data Collection (A) Meets the Needs of All Learners • Varied ways to respond (verbal, non-verbal/pointing to pictures) • Can be expanded with higher level questions: “Where would you find certain foods in the grocery store?, What would a healthy meal include?” • Pictures brought from home, previously cut-out or cut-out at school with or without assistance (ex. Slide 17) • Bulletin board has pictures of favorite food with labels underneath • Previously read, Berenstain Bears and Too Much Junk Food • Grocery store in dramatic play area • Pictures available in cutting pool to cut, rip or tear out • Examples of favorite food boxes in science center • Pictures used to create “Healthy Food” Collage (ex. Slide 17) • Head to Toe Movement Game as follow-up

  10. Activity 4 (B) Incorporates the Standards • BI-Uses pictures of food to represent healthy/non-healthy foods (Pretti-Frontczak et al., 2005) • ELCS-”Place information or objects in a floor or table graph according to one attribute” (ODE, 2006) (C) Includes Family/Community Priorities & Preferences • Addresses healthy habits • Part of activity to be shared at home with parent (Cutting out and/or bringing in food pictures of labels) • Parents given tips on how to incorporate this activity during mealtime, grocery shopping

  11. Activity 4

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