Preschool System System for Preschool - Teaching Strategies

Teaching Strategies® System for Preschool

Supporting Each Child’s Success

Preschool S

ystem

A System to Support All Preschool Classrooms

At Teaching Strategies, we understand why you entered the early childhood profession: You want to help children succeed in school and in life. We do, too. That’s why we developed the Teaching Strategies® System for Preschool. It’s a system for success, available in English and in Spanish, that combines curriculum, assessment, professional development, and family connection resources to support every program fully. With 38 core objectives for development and learning that are fully aligned with the state early learning standards, the Teaching Strategies® System for Preschool helps teachers focus on what matters most for preschool children.

Respecting the fact that different programs—and different teachers—have different needs, the Teaching Strategies® System for Preschool offers a comprehensive collection of resources to support all educators, from knowledge-building volumes to daily practice resources. It also includes a seamless assessment system for children from birth through kindergarten. With professional development and guidance for strengthening family connections included in every resource, the Teaching Strategies® System for Preschool helps educators build high-quality preschool programs. You can be confident that you are offering the interactions and experiences that are most important for children’s development and learning.

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Our curriculum explains the “what” and “why” of early

childhood education...

For over 30 years, early childhood educators have trusted The Creative Curriculum®for Preschool to help them plan and implement successful, developmentally appropriate early childhood programs. What makes The Creative Curriculum® uniquely able to provide this support? It provides a comprehensive foundation to every teacher, whether new to the field or highly experienced. Based on the latest research and best ideas about how children develop and learn, The Creative Curriculum® offers professional development support right on a teacher’s shelf—a guide for all aspects of teaching young children. The Creative Curriculum® has always provided the “what” and “why” for early childhood educators, because all teachers should know what research shows about educating young children.

The Creative Curriculum® for Preschool, Volumes 1–5 The five curriculum volumes explain current child development theory and research, provide ways to support engaged learning and promote children’s progress, and offer guidance for setting up successful programs. This series offers the comprehensive knowledge base that teachers need for preparing all children to succeed in school and in life.

Volume 1: The Foundation presents the theory and research behind the curriculum and translates them into practice. It discusses the five components of teaching preschool children effectively: how children develop and learn, the learning environment, what children learn, caring and teaching, and partnering with families.

Volume 2: Interest Areas discusses the 10 classroom interest areas and the outdoors. It suggests appropriate materials, explains what children learn in each area, and presents ways to promote their development.

Curriculum: Helping Teachers Build Knowledge

33

Volume 3: Literacy explains seven components of literacy and gives teachers the latest research-based strategies for supporting early literacy learning. It helps them teach critical skills intentionally and incorporate language and literacy learning into everyday classroom experiences.

Volume 4: Mathematics explores the latest theories and research on the development of mathematical thinking. It gives teachers practical strategies for incorporating mathematics learning into each interest area as well as into everyday routines and experiences.

Volume 5: Objectives for Development & Learning: Birth Through Kindergarten reviews the 38 objectives for development and learning. It offers a detailed explanation of each objective and the research behind it; user-friendly, color-coded progressions of development and learning that show widely held expectations for children birth through kindergarten; and strategies to help children progress.

…so all educators have the support they

need to build high-quality programs.

4

Daily practice resources combine day-to-day,

moment-to-moment support…

Building on the “what” and “why” of teaching young children, Teaching Strategies now offers a new level of support in the form of daily practice resources. They explain the important “how,” providing step-by-step, daily guidance to help teachers plan meaningful learning experiences that engage and challenge children at all times of the day. Teachers can spend less time searching for activities—and more time interacting with children. Our daily practice resources help teachers implement

the curriculum in a way that is developmentally appropriate; are introduced in a cohesive, sequential manner; and meet state early learning standards.

Curriculum: Helping Teachers With Daily Practice

26 27

AtAGlAnce Investigation 1At A GlAnce

Do all balls bounce?

26

Day 1 Day 2 Day 3 Make Time For…

InterestAreas Toys and Games: sorting trays; a variety of small balls

Computer: ebook version of The Three Billy Goats Gruff

Toys and Games: sorting trays; a variety of small balls and circles

Toys and Games: add spheres and circles to sort

Computer: ebook version of The Three Billy Goats Gruff

Outdoorexperiences

Bouncing Balls

Test balls outside to see which balls bounce •the highest. Invite the children to make predictions and test them.

Invite the children to test how balls bounce •on different surfaces, e.g., rocks, sand, grass, and concrete.

If possible, have children test the balls by •dropping them from various heights, e.g., slide, steps, and climber.

Physical Fun

Use Intentional Teaching Card P05, “Throw •Hard, Throw Far,” and follow the guidance on the card.

FamilyPartnerships

Send home a note to families encouraging •them to talk with their children about their favorite childhood ball games.

Invite families to access the ebook, • The Three Billy Goats Gruff.

QuestionoftheDay Do you think all balls bounce? Is your head bigger or smaller than this ball?

Do heavy balls bounce?

largeGroup Movement: The Imaginary Ball

Discussion and Shared Writing: Which Balls Will Bounce?

Materials: Mighty Minutes 41, “The Imaginary Ball”; ball collection; numeral cards; digital camera; Play Ball

Movement: The Imaginary Ball

Discussion and Shared Writing: Height and Bounciness

Materials: Mighty Minutes 15, “Say It, Show It”; ball collection

Song: Clap a Friend’s Name

Discussion and Shared Writing: Weight and Bounciness

Materials: Mighty Minutes 40, “Clap a Friend’s Name”; ball collection

Read-Aloud The Three Billy Goats Gruff Book Discussion Card 06 (first read-aloud)

Bounce The Three Billy Goats Gruff Book Discussion Card 06 (second read-aloud)

SmallGroup Option 1: Rhymes With Ball

Intentional Teaching Card LL10, “Rhyming Chart”; poem or song with rhyming words; prop that illustrates poem or song

Option 2: Rhyming Zoo

Intentional Teaching Card LL14, “Did You Ever See…?”; pictures of familiar animals; audio recorder

Option 1: The Long and Short of It

Intentional Teaching Card M25, “The Long and Short of It”; ribbons of equal width, cut into different lengths

Option 2: How Big Around?

Intentional Teaching Card M62, “How Big Around?”; a variety of circular objects; ball of yarn or string; scissors

Option 1: Letters, Letters, Letters

Intentional Teaching Card LL07, “Letters, Letters, Letters”; alphabet rubber stamps; colored inkpads; construction paper

Option 2: Buried Treasures

Intentional Teaching Card LL21, “Buried Treasures”; magnetic letters; large magnet; ruler; tape; sand table with sand

MightyMinutes™ Mighty Minutes 30, “Bounce, Bounce, Bounce” Mighty Minutes 33, “Thumbs Up”; two items with the same initial sound

Mighty Minutes 37, “Little Ball”; ball

28 The Creative Curriculum for Preschool 29

The Balls Study Investigating the Topic

Day 1

Large Group

Do all balls bounce?

Investigation 1

Opening Routine

Sing a welcome song and talk about •

who’s here.

Movement: The Imaginary Ball

Read • Play Ball.

Review Mighty Minutes 41, “The •

Imaginary Ball.” Follow the guidance

on the card using the numeral card

variation.

An important concept in movement

experiences is body awareness. This

activity helps children explore what

their bodies can do.

Discussion and Shared Writing: Which Balls Will Bounce?

Gather the collection of balls.•

Ask, “Do all balls bounce? I wonder •

which ones bounce best. Let’s find out.”

Hold up each ball and ask, “Do you •

think this ball will bounce well?”

Record children’s predictions about •

which balls will bounce, and create two

groups: balls they think will bounce and

balls they think will not bounce. Let

each child test a prediction. Be sure to

include some balls that won’t bounce

and others that don’t bounce well, e.g.,

cotton ball, orange, or football. After

testing each ball, have the children

re-sort the balls. (They may want more

than two categories.) Take photos of

children testing their predictions and

the sets of sorted balls. Call attention

to the football and wonder aloud

why it didn’t bounce like the others.

Reintroduce the term sphere to describe

balls and point out that the football is

not a sphere.

Say, “I wonder which balls bounce the •

highest and why some bounce higher

than others. During outdoor time today

and tomorrow, we can try to find out.”

Before transitioning to interest areas, talk

about the sorting trays and small ball

collections in the Toys and Games area

and how children can use them.

Vocabulary

See Book Discussion Card 06, The Three Billy Goats Gruff (Los tres cabritos) for words.

Read-Aloud

Large-Group Roundup

Mighty Minutes™

Small Group

Choice Time As you interact with children in the

interest areas, make time to

Observe children as they sort the balls •

in the Toys and Games area.

Instead of praising children by saying,

“Good job,” encourage children

by explaining exactly what they

are doing that is appropriate and

noteworthy. For more information on

this topic see Intentional Teaching

Card SE18, “Encouragement.”

Describe what you see children doing, •

e.g., “You put all the smooth balls in this

section and all the bumpy balls in

that section.”

Ask, “Can you think of another way to •

sort the balls?”

Record what children say and do.•

Recall the day’s events.• Show the rhyming chart you made •

during small-group time. Invite the

children to recall rhyming words.

Read The Three Billy Goats Gruff.

Use Book Discussion Card 06, • The

Three Billy Goats Gruff. Follow the

guidance for the first read-aloud.

Tell children that the book will be •

available to them on the computer in

the Computer area.

English-language learners

After the reading, retell the story in

your own words with gestures. Point to

illustrations or objects in the room, as

appropriate. This strategy helps children

understand the story and learn new

vocabulary.

Option 1: Rhymes With Ball

Review Intentional Teaching Card LL10, •

“Rhyming Chart.”

Follow the guidance on the card using •

the word ball.

Option 2: Rhyming Zoo

Review Intentional Teaching Card •

LL14, “Did You Ever See…?” Follow the

guidance on the card.

For more information on supporting

children’s phonological awareness,

see Volume 5: Objectives for

Development & Learning.

Use Mighty Minutes 30, “Bounce, •

Bounce, Bounce.” Follow the guidance

on the card.

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Teaching GuidesThe Creative Curriculum® for Preschool Teaching Guides help teachers start the year and manage each day. Each guide offers comprehensive, detailed plans that span several weeks. The first guide, Beginning the Year, addresses the first 6 weeks of school. The other five guides feature studies, which are enjoyable, in-depth investigations that begin with children’s questions and encourage them to apply skills in literacy, mathematics, the arts, and technology as they explore concepts in science and social studies. The Teaching Guides explain what to teach, when to teach it, and how to offer experiences that meet the individual strengths and needs of all children. Suggestions for involving and connecting with families are integrated throughout the guides.

…with a comprehensive collection of resources that offer

flexibility for structuring your day.

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Detailed, supportive teaching tools promote developmentally

appropriate practice…

Intentional Teaching Cards™

With playful and engaging activities for use during small- and large-group time, Intentional Teaching Cards™ support social–emotional, physical, language, and cognitive development as well as development and learning in literacy and mathematics. Each Intentional Teaching Card™ explains the steps of an activity, lists the related objectives and necessary materials, suggests ways to include all children, and presents questions to guide observations. Color-coded teaching sequences on each card enable teachers to individualize support for each child, building on each child’s strengths.

Mighty Minutes™

Mighty Minutes™ help teachers turn every minute of the day into a learning opportunity. Intended for use any where, any time, Mighty Minutes™ help teachers promote language, literacy, math, science, social studies, and physical skills intentionally during “in-between” times—such as when children are preparing to go outside or gathering for large-group time.

Curriculum: Helping Teachers With Daily Practice

7

Supporting Social–Emotional DevelopmentVocabulary

© 2010 Teaching Strategies, Inc. • TeachingStrategies.com © 2010 Teaching Strategies, Inc. • TeachingStrategies.com

The Creative Curriculum for Preschool Book Discussion CardsCharlie Anderson17

Forms relationships with adults

“Charlie Anderson’s owners know that •Elizabeth and Sarah take good care of him. They can trust Elizabeth and Sarah with their pet. Have you ever taken care of a pet or something else important? How did you show that you could be trusted?”

Makes friends

“Elizabeth, Sarah, and Charlie •Anderson become good friends. What do you do to make your friends feel loved and welcome?”

Balances the needs and rights of self and others

“In this story, Charlie Anderson is •lucky because everyone agrees to share him. How difficult do you think it is to share something special like your pet? Tell us about a time you shared something really special to make someone feel happy.”

woods

a place with many trees; a forest

disappeared

couldn’t be seen anymore

purr

a sound a cat makes when it’s happy

stepmother

a woman who is your father’s wife but is not your mother

country cat

a cat that lives outside where there are not a lot of people

rattling the windows

(demonstrate rattling gesture) shaking the windows

worried

(demonstrate a worried expression) thought a lot or was nervous about something

prowls

(demonstrate motion) searches for something

Charlie, a fuzzy gray cat, walked out of the woods one

evening and into Elizabeth’s and Sarah’s hearts. Now

he sleeps on their beds, lets them dress him up in doll

clothes, and laps up warm milk on chilly nights. But

where does Charlie go during the day? Let’s read and

find out.

Charlie Anderson by Barbara Abercrombie






Makes friends




woods


disappeared


purr


stepmother


country cat




worried


prowls







find out.







Makes friends




woods


disappeared


purr


stepmother


country cat




worried


prowls







find out.







Makes friends




woods


disappeared


purr


stepmother


country cat




worried


prowls







find out.


Children’s Book Collection™

The Teaching Strategies® Children’s Book Collection features beloved classic tales, contemporary works by award-winning authors and illustrators, and original nonfiction titles. Intended for use during high-quality read-alouds, the books in the collection are linked to the various topics that children study throughout the year. The collection also includes 30 eBooks, conveniently delivered in DVD format for classroom and family use. Like the rest of the Teaching Strategies® System for Preschool, the eBooks are available in English and Spanish. Availability in two languages provides extra support for teachers who speak only English but who teach English-language learners.

Book Discussion Cards™

Book Discussion Cards™ explain how to read and talk about selected books in the Teaching Strategies® Children’s Book Collection. They help teachers make the most of repeated, interactive read-alouds with children. With suggestions for introducing the book, explaining vocabulary, commenting, and asking probing questions, Book Discussion Cards™ are for quick reference as teachers read aloud. They enable teachers to use this research-based approach to improve the quality of children’s experiences with books.

…so teachers can feel confident that they

are providing instruction that contributes

most to children’s success.

8

Observational assessment is an important

part of responsive teaching…

The best way to help children succeed is to understand what they currently know and can do and what steps they are ready to take next. That’s why it’s important for observational assessment to be part of any meaningful curriculum implementation. To help ensure that it is, all materials in the Teaching Strategies® System for Preschool are linked to our 38 research-based objectives for development and learning that are predictors of school success and aligned to the state early learning standards. Assessment guidance is embedded throughout the materials to help strengthen implementation for teachers at all levels of experience and provides the support they need to help children progress. For example, each Intentional Teaching Card™ helps teachers focus their observations as children engage in the activity.

Assessment: Helping Teachers Guide Children’s Learning

9

…so assessment

guidance is embedded

throughout the materials to help teachers

individualize instruction.

What You Do

The Creative Curriculum® for Preschool Intentional Teaching Cards™

© 2010 Teaching Strategies, Inc. • TeachingStrategies.com

Questions to Guide Your Observations

What numerals did the child recognize?•

Was the child able to place one • manipulative on each dot?

How high was the child able to count with • one-to-one correspondence?

How did the child determine the correct • number of manipulatives to use?

How long did the child attend to • this activity?

Related LearningGames®

“Counting Higher”•

Materials: set of cards with a numeral and its number word printed on one side, e.g., 3 and three. On the other side, draw a corresponding number of large dots, e.g., lll ; buttons or other small manipulatives

1. Invite the children to explore the number cards. Show

them the numeral on one side of the card. Turn the

card over and count the number of dots together.

2. Invite the children to name any numbers they know.

3. Encourage the children to use their fingers, buttons, or

other manipulatives to count each quantity.

“This card has a 4 on it. Let’s turn it over. Can you put a button on each dot?”

4. Continue the activity as long as it interests the

children. Explain that you will keep the number cards

in the Toys and Games area for them to use during

choice time.

Including All ChildrenAdd texture, such as Velcro• ® dots, to the

cards. Make sure the background is a

contrasting color.

Use raised numerals and dots on the • cards, or large magnetized numerals and

dots, for a child to handle and feel.

Watch for nonverbal cues that signal • a desire to participate, such as

gestures, body movements, and facial

expressions.**

Invite English-language learners to count • in their home languages and in English.**

M04Toys and Games

Objective 20Uses number concepts and operations

Related Objectives: 3, 7, 9, 11

Number Cards

YEllOw Use cards with the numbers 1–3, focusing on the side with the dots. Introduce one card at a time

to the child. Offer the exact number of objects needed to match the card.

“This card has one dot on it. Can you put a button on the dot?”

“Now we have two buttons. Let’s try to put a button on each dot that you see.”

GREEn Show cards 1-5 and ask the child to name the ones he or she knows.

“Here are five cards with numbers written on them. Do you see any numbers you know?”

Invite him to put an object on each dot while counting them out.

“Let’s put a button on each dot. Can you count them as we go?”

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

match objects to dots.

“Let’s start by counting to 5. Here are the numerals 1–5 to look at as you count. Can you point to the number one?”

“Which card will you put pebbles on first?”

BlUE

BlUEShuffle the cards 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.

“You picked the card with an 8 on it. Can you count out 8 beads to go with it?”PURPlE

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?”

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.

Teaching Sequence

What You Do

The Creative Curriculum® for Preschool Intentional Teaching Cards™

© 2010 Teaching Strategies, Inc. • TeachingStrategies.com

Questions to Guide Your Observations

The experiences described on the

Intentional Teaching Cards are rich in

content and integrated across many areas

of development and learning. Use these

questions to reflect on what children might

be learning during the experience and

focus your observations for assessment

and planning.

Related LearningGames®

The Creative Curriculum® LearningGames®

are a series of award-winning, research-

validated early learning activities. These

games are designed to be introduced

to children in the classroom and then

done at home with families. Use these

games to support a child’s interest for

extra support in an area of development

and learning. Both you and families have

access to a collection of 20 of The Creative

Curriculum® LearningGames. Check your

system guide for instructions on how to

access LearningGames. After completing

an Intentional Teaching Card, you may

choose to do the related LearningGame with

children who need extra support or those

who particularly enjoyed the experience.

Alert families to LearningGames during the

weeks that you do the related Intentional

Teaching Card. The games are a great way to

build a connection between a child’s home

and what’s happening in the classroom.

Each day in the teaching guides, you will locate an Intentional Teaching Card. These cards include teacher-planned experiences that are typically used at small-group time. The Intentional Teaching Cards describe and explain an activity or experience and are designed for children aged 3 to 6 years.

The teaching guides may also offer suggestions to adapt the experience to your current study topic.

The Intentional Teaching Cards are organized in four categories.

Language (LL)•

Math (M)•

Physical (P)•

Social–Emotional (SE)•

Steps to Follow

Go to the• Intentional Teaching Card container and find the appropriate card using the reference number listed in a Teaching Guide.

Read through the entire card to determine what •

materials you’ll need, if any, and what preparation should be done in advance. The “What You Do” section lists materials and gives general directions.

Look at how you can adapt the activity for the •

different developmental levels in your small group.

Make time for children to explore materials •

independently before beginning the small-group experience.

Complete the activity with the children.•

Additional IdeasThis section includes related suggestions

to support or expand the Intentional

Teaching Card.

Including All ChildrenThis section provides suggestions and

strategies to ensure that all children

can participate.

The strategies with a double asterisk are

particularly helpful for supporting English-

language and dual-language learners.

M01Dramatic Play

Objective 20Uses number concepts and operations

Related Objectives: 9, 11, 12, 14, 21, 30

How to Use Intentional Teaching Cards

Reference Number The cards are ordered numerically in each category. In this example,

M01 means the category of math card No. 1.

Objectives This refers to a primary objective from The Creative Curriculum® Objectives for Development & Learning.

Each card also lists related objectives.

Interest Area This refers to an area of the classroom best suited for the activity.

YellOw Say, “I have friends coming to dinner, and I need to finish setting the table. Can you help me?”

encourage the child to finish setting the table, one item at a time.

“Put a napkin beside each plate.”

“Put a fork on top of each napkin.”

GReeN encourage the child to count as many as five items on the table.

“I have some friends coming to dinner. How many plates are on the table?”

“ Can you help me put out these forks, please? We’ll need three. How many did I give you?”

GReeN Using up to 10 items, such as plates, invite the child to add or subtract one item and tell how

many remain by counting the items.

“There are six plates on the table, and I take away one. How many are left?”

“ One other friend called; he is coming to dinner, too. Now how many plates do we need?”BlUe

BlUe Invite the child to solve story problems mentally with no more than five items.

“ Two friends are coming to dinner, and three more ask if they may come. How many will be at dinner if they all come:?”

“ I have four glasses of milk, and I spilled one. How many glasses still have milk in them?”PURPle

PURPle Using up to 10 items, invite the child to add and subtract.

“ Six children are having milk, and three are having hot cocoa. How many drinks are there altogether?”

“ There are seven plates on the table, but two friends call to say they can’t come to dinner. How many plates will be on the table after I take away two?”

Teaching SequenceTeaching Sequence The teaching sequence explains how to adapt the experience based on a child’s needs and abilities. It describes how to individualize the activities and scaffold children’s learning. Intentional Teaching Cards may be used with a small group of children of various skill levels. The sequence enables you to adjust an activity’s difficulty and make it appropriate for each child in the group.

Color codingThe color-coded teaching sequences provide a starting point for the activity. How an experience is carried out with a 4-year-old at the end of the year may be very different than how you use it with a 3-year-old at the beginning of the year. The colors directly relate to Objectives for Development & Learning. The color coding key is as follows:

Yellow: 2-year-olds•Green: 3-year-olds•Blue: 4-year-olds•Purple: 5-year-olds•

ITC_HowTo.indd 1 2/23/10 12:10:44 PM

Teaching Strategies Gold™ is based on

38 objectives for development and learning

that are predictors of school success

and aligned with state standards…

Ongoing assessment is an essential part of effective teaching. That’s why, in addition to offering assessment guidance through our curriculum resources, we developed Teaching Strategies GOLD™, a brand-new, seamless assessment system for children from birth through kindergarten. With 38 research-based objectives, Teaching Strategies GOLD™ helps teachers focus on what matters most for children’s success.

This premier assessment solution can be used with any developmentally appropriate early childhood curriculum. It is appropriate for all children, with specific sections of guidance for working with English–language learners, advanced learners, and children with disabilities.

Teaching Strategies GOLD™ online is the easiest and most convenient way to use the assessment system. With activities for classroom and home, easy-to-generate reports for families and administrators, and exciting enhancements that make the assessment process even more accurate, Teaching Strategies GOLD™ online features convenient advantages:

• streamlined entering and viewing of data• integrated professional development support• a dedicated tab for two-way communication with families

Assessment: Helping Teachers Evaluate and Support Children’s Progress

10

In print, the components of Teaching Strategies GOLD™ are packaged in a reusable box so all of the resources you need are at your fingertips. Each component is available in both English and Spanish.

Objectives for Development & Learning: Birth Through Kindergarten explains the “what,” “why,” and “how” of assessment. It shows easy-to-understand, color-coded indicators of widely held expectations for children’s development and learning, and presents practical strategies to help children progress. The Child Assessment Portfolio enables teachers to record, analyze, interpret, and evaluate all of the information they collect about each child, documenting an entire year’s progress in one convenient place.

Child Assessment Portfolio Summary Forms enable teachers to summarize each child’s progress at the objective level. The On-the-Spot Observation Recording Tool is a convenient checklist that helps teachers capture information quickly and accurately for multiple children on selected objectives. Assessment Opportunity Cards™ explain 10 brief, playful, curriculum-embedded classroom experiences during which teachers can focus their observations on particular objectives for literacy and numeracy. “Family Conference Forms” are a tool for sharing information about children’s development and learning with families in a conference setting. “Objectives for Development & Learning” Classroom Posters beautifully display the 38 objectives for quick classroom reference.

…so teachers can focus on what’s

most important for children.

11

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Professional development support is part of every resource…

Professional development is central to what Teaching Strategies does, and our approach accommodates the different needs of different teachers. In designing our professional development sessions and instructional materials, we think about teachers at all levels of experience: from beginning teachers to those who are refining their skills.

Embedded Support Professional development support is directly embedded in all of the resources that make up the Teaching Strategies® System for Preschool. The same supportive approach of the five curriculum volumes is also offered in the daily resources. For example, the Teaching Guides provide detailed background information about each featured study topic, and the Book Discussion Cards™ explain not only how to read aloud effectively but why. Call-outs in the Teaching Guides draw teachers’ attention to the theory behind each day’s activities and offer helpful tips for individualizing instruction for children. Intentional Teaching Cards™ offer guidance to support teachers’ observations. In this way, the Teaching Strategies® System for Preschool provides moment-to-moment, day-to-day

support for teachers who need it, but there’s also plenty of flexibility and choice for more experienced educators.

Professional Development: Helping Teachers With Successful Implementation

13

System Guide for PreschoolThe System Guide walks educators through each of the components of the Teaching Strategies® System for Preschool. It provides a thorough overview of each component and details how everything works together to help teachers build excellent programs for children. Teachers can easily see how the Teaching Strategies® System for Preschool helps them focus on what matters most for each and every child in their classrooms. The System Guide also explains best practice for using the Spanish language resources.

Getting Started (DVD)The Getting Started DVD helps teachers do just that: begin using the Teaching Strategies® System for Preschool. Designed to provide a brief introduction to the components of the system, Getting Started is narrated by Teaching Strategies curriculum authors and presents an insiders’ look at the system’s benefits.

…so all teachers have the

support they need for effective

implementation.

Pre

scho

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| N

atio

nal Getting Started

The Teaching Strategies® System for PreschoolENGLISH | ESPAñOL

BegiN HereEmpiece

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Getting StartedENGLISH | ESPAñOL

The Teaching Strategies System for Preschool

A virtual tour of The Teaching Strategies System for Preschool. Copyright © 2010 by Teaching Strategies,

Inc. R

unni

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22

min

utes

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Opportunities for involving families are built directly

into the curriculum…

Finding ways to build meaningful partnerships with families has never been easier than with the Teaching Strategies® System for Preschool. Support is embedded throughout the system to help early childhood educators build essential bridges between a child’s two most important worlds: school and home. From letters to families to suggested opportunities for family participation and a library of eBooks to send home, the Teaching Strategies® System for Preschool ensures that families and teachers are true partners in promoting children’s learning. Family Connection CD-Rom The Teaching Strategies® System for Preschool includes a CD-ROM with content devoted to helping teachers engage families as active partners. Like the other Teaching Strategies® System materials, every family connection resource is available in both English and Spanish.

• Letters to families are provided for every study. Teachers can use these letters as they are or adapt them as necessary. They introduce families to the study topic and weekly plans and inform them of opportunities for family participation.

• LearningGames®, an award-winning series, offers research-validated activities that teachers can use in the classroom and share with families. LearningGames® provides families with easy-to-use, engaging activities that foster children’s development and that connect their classroom learning to home.

• Weekly planning forms help teachers prepare for each day and share classroom plans with families. Designed to be easily adapted by teachers, these convenient, pre-filled forms save time and assist organization—so teachers can spend more time with children and less on paperwork. Teachers can display these forms to tell families what’s planned for the class that week.

Family Connection: Helping Teachers Reach Out

Copyright © 2010 by Teaching Strategies, Inc. All rights r

eserved.

Second Edition

Family Connection


ENGLISH | ESPAñOL

Also includes planning resources for teachers

15

EBooks DVDThe Teaching Strategies® System for Preschool includes 2 eBook DVDs. The Children’s eBook Collection includes titles in English and Spanish. Children and families can to listen to the DVD at home, hearing many of the stories that children hear and discuss in the classroom. With multiple copies to borrow, families can participate in the literacy experiences that are so important to children’s development and learning.

Kindergarten, Here I Come!The Teaching Strategies® System for Preschool includes Kindergarten, Here I Come!, an engaging DVD that helps rising kindergartners build confidence about the transition to kindergarten. Taking this enthusiastic tour of a real kindergarten classroom, children and families will get a glimpse of typical daily routines and activities and get excited about what lies ahead.

…so teachers can engage families as active

partners in teaching their children.

16

The Teaching Strategies® System for Preschool

Daily Practice Resources

Curriculum

The Creative Curriculum® for Preschool is a comprehensive, research-based curriculum 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.

teaching strategies Mighty Minutes

tM

200 CARDS (100 IN ENGLISH AND 100 IN SPANISH)

the creative curriculuM® for preschool intentional teaching cards

tM

(201 bILINGuAL CARDS)

the creative curriculuM® for preschool teaching guides

coMplete set, featuring:• Beginning the year • Clothes study• Balls study

• Buildings study• reduCe, reuse, reCyCle study• trees study

teaching strategies Book discussion cards

tM

44 CARDS (22 IN ENGLISH AND 22 IN SPANISH)


Charlie Anderson17

















find out.



Charlie Anderson17

















find out.



Charlie Anderson17

















find out.



Charlie Anderson17

















find out.


eBook collection 60 eBooKs (30 IN ENGLISH AND 30 IN SPANISH)

children’s Book collection 142 BooKs (70 in english, 70 in sPanish, and 2 Bilingual) 8 Big BooKs (4 in english, 4 IN SPANISH)

the resource organizer

the creative curriculuM® for preschool, fifth edition• Volume 1: the Foundation• Volume 2: interest areas• Volume 3: literaCy

• Volume 4: mathematiCs • Volume 5: oBjeCtiVes For deVeloPment & learning

Knowledge Building resources

The Teaching Strategies® System for Preschool también está disponible en español.

The Teaching Strategies® System for Preschool materials are also available in spanish.

17

• oBjeCtiVes For deVeloPment & learning

• Child assessment PortFolio (set oF 25)

• Child assessment PortFolio summary Form (set oF 25)

• on-the-sPot oBserVation reCording tool

• assessment oPPortunity Cards (set oF 10)

• oBjeCtiVes Classroom Poster

• Family ConFerenCe Form (set oF 75)

Professional Development

Teaching Strategies® professional development support, embedded throughout the entire System, guides the learning of early childhood professionals at all levels of experience.

Family Connection

Teaching Strategies® family connection resources help educators strengthen connections between school and home and enhance family–child interactions.

Assessment

Teaching Strategies GOLD™ links directly to the curriculum, helping educators respond confidently to children’s individual needs, interests, and skills.

• systeM guide• getting started dvd

teaching strategies curriculuM alignMent to state guidelines (aVailaBle online only)

faMily dvd(bILINGuAL)

teaching strategies gold™ online

Family Conference Form

Cognitive

Literacy

Mathematics

Science and Technology

Social Studies

Th e Arts

English Language Acquisition

Social–Emotional

Physical

Language

Objectives for Development & Learning

Birth Th rough Kindergarten

eMBedded professional developMent support

Large Group

Choice Time

Day 3 Investigation 6

Opening Routine

Game: 1, 2, 3, What Do I See?

Discussion and Shared Writing: Woodworking Tools

What can we do with parts of trees?

Vocabulary

90

Large Group

Choice Time


Opening Routine


who’s here.


Use Mighty Minutes 50, “1, 2, 3, What •

Do I See?” Follow the guidance on

the card.


Remind children about yesterday’s •

visitor who makes things out of wood.

Ask the children to recall what tools the •

visitor uses to work with wood.

Record their responses.•

Review the question of the day.•


about the wood and woodworking tools

available in the Discovery area and how

children can use them.

Before letting children use

woodworking tools, make sure they

know the rules for handling them

safely. You may want to have a parent

volunteer or another adult help you

supervise the children.

As you interact with children in the


Observe children as they work with •

the wood. Ask questions about their

constructions and how they made them.

Offer assistance and safety reminders •

as needed.

Conflicts arise in every classroom.

When children come to you because

of a conflict, you can help them learn

to express their feelings appropriately

and learn skills to resolve the

problem on their own. For more

information, see Intentional Teaching

Card Se13, “Conflict Resolution.”


Vocabulary

english: wooden

Spanish: de madera

TeachingGuides_Trees.indd 90 2/3/10 10:47:26 AM

90

Large Group

Choice Time


Opening Routine


who’s here.


Use Mighty Minutes 50, “1, 2, 3, What •

Do I See?” Follow the guidance on

the card.


Remind children about yesterday’s •

visitor who makes things out of wood.

Ask the children to recall what tools the •

visitor uses to work with wood.

Record their responses.•

Review the question of the day.•


about the wood and woodworking tools

available in the Discovery area and how

children can use them.

Before letting children use

woodworking tools, make sure they

know the rules for handling them

safely. You may want to have a parent

volunteer or another adult help you

supervise the children.

As you interact with children in the


Observe children as they work with •

the wood. Ask questions about their

constructions and how they made them.

Offer assistance and safety reminders •

as needed.

Conflicts arise in every classroom.

When children come to you because

of a conflict, you can help them learn

to express their feelings appropriately

and learn skills to resolve the

problem on their own. For more

information, see Intentional Teaching

Card Se13, “Conflict Resolution.”


Vocabulary

english: wooden

Spanish: de madera


The Trees Study Investigating the Topic

Day 1 Day 2 Day 3 Day 4 Day 5 Make Time For…

Interest Areas materials to make bark rubbings; magnifying glass

ebook version of Who Lives in Trees?

tree parts, magnifying glasses

ebook version of Who Lives in Trees?

tree parts, magnifying glasses

realistic animal puppets

realistic animal puppets; materials for building tree homes

Outdoor Experiences

Bring binoculars and magnifying glasses •outdoors for the children to use. Invite them to look for insects and other animals in the trees.

Use Intentional Teaching Card P16, “Body •Part Balance.” Follow the guidance on the card.

Family Partnerships

Invite children to ask their families about •experiences they have had with insects or other animals in trees.

Invite a family member or another •community member who grows food on trees, e.g., a farmer or someone with a fruit tree at home, to visit the class during Investigation 3, “What food comes from trees?”

If you can’t find anyone who grows or •harvests food on trees, invite someone who works with tree-grown food, e.g., grocery store produce manager, cook, or cafeteria server.

Wow! Experiences

Day 2: A site visit to see trees•

Revisit the trees in the neighborhood

or play yard that the children

have examined during previous

investigations. look for evidence of

animal or insect inhabitants.

Day 4: A visit from a family member to tell •a story about something that lived in a tree

Question of the Day Which animal lives in a tree: an alligator or a squirrel?

Who might have made this home in a tree? (Display a bird’s nest or photo of one.)

Could this insect hurt a tree? (Display the picture of the pine beetle from Who Lives in Trees?)

Does this animal live in a tree? (Show an image of an animal that doesn’t live in trees.)

What creature lives in this tree home? (Display a photo of a hive.)

Large Group “Strolling Through the Park”

Who Might Live in Our Trees?

Mighty Minutes 46, “Strolling Through the Park”; Who Lives in Trees? Intentional Teaching Card SE11, “Great Groups”

Riddles

Preparing for the Site Visit

Mighty Minutes 61, “Riddle, Riddle, What Is That?”; evidence that a creature lives in a tree

Let’s Pretend

Harmful and Helpful

Mighty Minutes 39, “Let’s Pretend”; Who Lives in Trees?; The Grouchy Ladybug; evidence that a creature lives in a tree

“I’m a Sturdy Oak Tree”

Tree Storytelling

Mighty Minutes 45, “I’m a Sturdy Oak Tree”; Who Lives in Trees?

“Strolling Through the Park”

Homes in Trees

Mighty Minutes 46, “Strolling Through the Park”; Who Lives in Trees?

Read-Aloud The Grouchy Ladybug Book Discussion Card 14 (second read-aloud)

Who Lives in Trees? The Grouchy Ladybug Book Discussion Card 14 (third read-aloud)

When the Monkeys Came Back Henny Penny Book Discussion Card 15 (first read-aloud)

Small Group

Intentional Teaching Card M22, “Story Problems”; collection of creatures that live in trees

Intentional Teaching Card M22, “Story Problems”; collection of tree-living creatures; masking tape or butcher paper

Intentional Teaching Card M16, “Show Me Five”; collection of small objects

Intentional Teaching Card M13, “Nursery Rhyme Count”; cotton balls; green construction paper; numeral cards

Intentional Teaching Card LL11, “Rhyming Riddles”; props that rhyme with chosen words

Intentional Teaching Card LL44, “Rhyming Tubs”; plastic tub; bag or small box; pairs of small objects with names that rhyme

Intentional Teaching Card LL32, “Describing Art”; paint; index cards with frequently used words and illustrations

Intentional Teaching Card LL32, “Describing Art”; modeling clay; index cards with frequently used words and illustrations

Intentional Teaching Card LL01, “Shared Writing”; book with tree photos

Intentional Teaching Card LL63, “Investigating & Recording”; small clipboards; paper; pencils

Mighty Minutes Mighty Minutes 25, “Freeze”; dance music; letter cards

Mighty Minutes 60, “The Name Dance”

Mighty Minutes 44, “Two Plump Armadillos”

Mighty Minutes 89, “We Like Clapping”

Mighty Minutes 62, “Where Can He Be?”

39

The Trees Study Investigating the Topic

Day 1 Day 2 Day 3 Day 4 Day 5 Make Time For…

Interest Areas Art: materials to make bark rubbings; magnifying glass

Computer: ebook version of Who Lives in Trees?

Discovery: tree parts, magnifying glasses

Computer: ebook version of Who Lives in Trees?

Discovery: tree parts, magnifying glasses

Dramatic Play: realistic animal puppets

Dramatic Play: realistic animal puppets; materials for building tree homes

Outdoor Experiences

Who Lives in Trees?

Bring binoculars and magnifying glasses •outdoors for the children to use. Invite them to look for insects and other animals in the trees.

Physical Fun

Use Intentional Teaching Card P16, “Body •Part Balance.” Follow the guidance on the card.

Family Partnerships

Invite children to ask their families about •experiences they have had with insects or other animals in trees.

Invite a family member or another •community member who grows food on trees, e.g., a farmer or someone with a fruit tree at home, to visit the class during Investigation 3, “What food comes from trees?”

If you can’t find anyone who grows or •harvests food on trees, invite someone who works with tree-grown food, e.g., grocery store produce manager, cook, or cafeteria server.

Wow! Experiences

Day 2: A site visit to see trees•

Revisit the trees in the neighborhood

or play yard that the children

have examined during previous

investigations. look for evidence of

animal or insect inhabitants.

Day 4: A visit from a family member to tell •a story about something that lived in a tree

Question of the Day Which animal lives in a tree: an alligator or a squirrel?

Who might have made this home in a tree? (Display a bird’s nest or photo of one.)

Could this insect hurt a tree? (Display the picture of the pine beetle from Who Lives in Trees?)

Does this animal live in a tree? (Show an image of an animal that doesn’t live in trees.)

What creature lives in this tree home? (Display a photo of a hive.)

Large Group Song: “Strolling Through the Park”

Discussion and Shared Writing: Who Might Live in Our Trees?

Materials: Mighty Minutes 46, “Strolling Through the Park”; Who Lives in Trees? Intentional Teaching Card SE11, “Great Groups”

Game: Riddles

Discussion and Shared Writing: Preparing for the Site Visit

Materials: Mighty Minutes 61, “Riddle, Riddle, What Is That?”; evidence that a creature lives in a tree

Game: Let’s Pretend

Discussion and Shared Writing: Harmful and Helpful

Materials: Mighty Minutes 39, “Let’s Pretend”; Who Lives in Trees?; The Grouchy Ladybug; evidence that a creature lives in a tree

Song: “I’m a Sturdy Oak Tree”

Discussion and Shared Writing: Tree Storytelling

Materials: Mighty Minutes 45, “I’m a Sturdy Oak Tree”; Who Lives in Trees?

Song: “Strolling Through the Park”

Discussion and Shared Writing: Homes in Trees

Materials: Mighty Minutes 46, “Strolling Through the Park”; Who Lives in Trees?

Read-Aloud The Grouchy Ladybug Book Discussion Card 14 (second read-aloud)

Who Lives in Trees? The Grouchy Ladybug Book Discussion Card 14 (third read-aloud)

When the Monkeys Came Back Henny Penny Book Discussion Card 15 (first read-aloud)

Small Group Option 1: How Many Are in the Tree?

Intentional Teaching Card M22, “Story Problems”; collection of creatures that live in trees

Option 2: Big Story Problems

Intentional Teaching Card M22, “Story Problems”; collection of tree-living creatures; masking tape or butcher paper

Option 1: Show Me Five

Intentional Teaching Card M16, “Show Me Five”; collection of small objects

Option 2: Nursery Rhyme Count

Intentional Teaching Card M13, “Nursery Rhyme Count”; cotton balls; green construction paper; numeral cards

Option 1: Rhyming Riddles

Intentional Teaching Card LL11, “Rhyming Riddles”; props that rhyme with chosen words

Option 2: Rhyming Tubs

Intentional Teaching Card LL44, “Rhyming Tubs”; plastic tub; bag or small box; pairs of small objects with names that rhyme

Option 1: Creature Paintings

Intentional Teaching Card LL32, “Describing Art”; paint; index cards with frequently used words and illustrations

Option 2: Animal Sculptures

Intentional Teaching Card LL32, “Describing Art”; modeling clay; index cards with frequently used words and illustrations

Option 1: Spy Outside

Intentional Teaching Card LL01, “Shared Writing”; book with tree photos

Option 2: Investigating Animal Homes

Intentional Teaching Card LL63, “Investigating & Recording”; small clipboards; paper; pencils

Mighty Minutes™ Mighty Minutes 25, “Freeze”; dance music; letter cards

Mighty Minutes 60, “The Name Dance”

Mighty Minutes 44, “Two Plump Armadillos”

Mighty Minutes 89, “We Like Clapping”

Mighty Minutes 62, “Where Can He Be?”


eMBedded faMily connection guidance

Presch

oo

l Syste

m |

Natio

nal Getting Started

The Teaching Strategies® System for Preschool

BegiN Here

Getting StartedThe Teaching Strategies System for Preschool

teaching strategies gold™

assessMent toolkit

faMily connection cd-roM (Bilingual, inCludes 20 learning games, WeeKly Planning Forms, and letters to Families)

Game 149

Letters in My Name

J.

Yes, and you traced it with your finger.

Teach your child the letters in his

name by first saying them, then

pointing them out in print, and

finally tracing the shape of

each letter with him.

Your child will eventually

remember the letters and

begin to understand that

letters make words.

Game 200

Noticing Words

Emphasize and point to words

that are repeated in books and

then encourage your child to say

and point to them.

By playing an active role during

reading time, your child will

begin to notice how repeated

words sound and look.

You’re putting your finger right on the word hat.

Family Connection


or

The Teaching Strategies® System for Preschool, a complete solution that provides complete support for early childhood programs. Ready to get started? Call Teaching Strategies at 800.637.3652 or visit TeachingStrategies.com/System

for more information.

P.O. Box 42243Washington, DC 20015800.637.3652TeachingStrategies.com

Documents

Preschool System System for Preschool - Teaching Strategies