Unit Three: All About Us

Table of Contents

I. Unit Snapshot ................................................................................................2

II. Introduction ...................................................................................................5

III. Unit Framework .............................................................................................7

IV. Ideas for Learning Centers ............................................................................ 11

V. Foundational and Supporting Texts .............................................................28

VI. Inquiry and Critical Thinking Questions for Foundational Texts ................... 31

VII. Sample Weekly Plan ..................................................................................... 33

VIII. Student Work Samples.................................................................................38

IX. Supporting Resources ................................................................................. 40

X. Foundational Learning Experiences: Lesson Plans .....................................442

XI. Appendices .................................................................................................. 60

Unit Three:

All About Us

Interdisciplinary Unit of Study

NYC DOE

The enclosed curriculum units may be used for educational, non-

profit purposes only. If you are not a Pre-K for All provider, send an

email to deceinstruction@schools.nyc.gov to request permission to

use this curriculum or any portion thereof. Please indicate the name

and location of your school or program and describe which units you

would like to use and how you intend to use them.

I. Unit Snapshot

Unit Topic:

All About Us

Essential Question

Who am I and who are the people in my life?

Focus Questions

 What makes me important and unique?

 What feelings do I have and why?

 What makes my class important and unique?

 What makes my family important and unique?

Student Outcomes

Enduring understandings that the student should

have by the end of the unit:

 I am unique; there is no one who looks, feels,

thinks and acts exactly like I do.

 I feel different ways at different times for

different reasons.

 I am part of a family and a classroom

community.

 My family is important and unique.

 My classroom is a community. All of the people

in my class are important and unique.

 I can help make my classroom a fun, safe and

exciting place.

Connected Academic Vocabulary

This list should be adapted to best fit the needs of

individual programs and classrooms.

adopted

afraid

alike

angry

audition

aunt

big

bored

brave

brother

comfortable

community

confused

creative

cousin

culture

curly

dance

different

ecstatic

excited

family

father

favorite

feelings

first name

friends

frustrated

gloomy

grumpy

grandfather

grandmother

happy

hopeful

important

individual

interest

kind

last name

love

mad

manners

melody

mother

nervous

older

patka

peace

playful

polite

portrait

prefer

relaxed

respect

rhythm

sad

same

scared

self-portrait

short

shy

siblings

silly

sister

small

special

straight

strength

strong

tall

teamwork

thoughts

together

uncle

unique

wavy

worry

younger

Focus Standards

From the New York State

Prekindergarten Learning

Standards (NYSPLS)

Domain 1: Approaches to Learning

PK.AL.5. Demonstrates persistence

Domain 2: Physical Development and

Health

PK.PDH.6. Engages in a variety of physical fitness

activities

Domain 3: Social and Emotional

Development

PK.SEL.2. Recognizes self as an individual having

unique abilities, characteristics, feelings and

interests

PK.SEL.4. Develops positive relationships with their

peers

PK.SEL.5. Demonstrates pro-social problem-solving

skills in social interactions

Domain 4: Communication, Language

and Literacy

Approaches to Communication

PK.AC.1. Demonstrates motivation to communicate

Reading Foundations

PK.ELAL.1. [PKRF.1.] Demonstrates understanding

of the organization and basic features of print

PK.ELAL.4. [PKRF.4.] Displays emergent reading

behaviors with purpose and understanding

Reading

PK.ELAL.7 [PKR.3] Develops and answers questions

about characters, major events, and pieces of

information in a text

Writing

PK.ELAL.14. [PKW.2] Uses a combination of

drawing, dictating, oral expression, and/or emergent

writing to name a familiar topic and supply

information in child-centered, authentic, play-based

learning

Language

PK.ELAL.29 [PKL.6] Uses words and phrases acquired

through language rich experiences, conversations,

reading and being read to, responding to texts, and

child-centered, play-based experiences

Domain 5: Cognition and Knowledge of

the World

Mathematics

PK.MATH.2. [NY-PK.CC.2.] Represents a number of

objects (0-5), with a written numeral 0-5 (with 0

representing a count of no objects)

PK.MATH.4a. [NY-PK.CC.4a.] Answers counting

questions using as many as 10 objects arranged in a

line, a rectangular array, and a circle. Answers

counting questions using as many as 5 objects in a

scattered configuration (e.g., how many ____ are

there?”)

PK.MATH.11. [NY-PK.MD.2.] Sorts objects and

shapes into categories; counts the objects in each

category. Note: Limit category counts to be less

than or equal to 10

PK.MATH.12. [NY-PK.G.1.] Describes objects in the

environment using names of shapes and describes

the relative positions of these objects using terms

such as top, bottom, up, down, above, below, in

front of, behind, over, under, next to

PK.MATH.13. [NY-PK.G.2.] Names shapes

regardless of size.

Science

PK.SCI.5. [P-LS1-2.] Participates in investigations to

determine how familiar plants and/or animals use

their external parts to help them survive in the

environment

Social Studies

PK.SOC.1. Develops a basic awareness of self as an

individual, self within the context of group, and self

within the context of community

PK.SOC.3. Demonstrates an understanding of roles,

rights, and responsibilities

PK.SOC.6. Develops an understanding of how

people and things change over time and how to

relate past events to their present and future

activities

The Arts

PK.ARTS.9. [MU:Pr4-6.PK] Performs Music

PK.ARTS.16. [VA:Cr1-3.PK] Creates Visual Arts

II. Introduction

Welcome to the New York City Pre-K for All third

Interdisciplinary Unit of Study: All About Us. Now

that your children have done an in-depth

exploration of their senses and learned to explore

the world around them, they are ready to learn

more about themselves and the people around

them. Pre-K for All enables children from all

backgrounds and communities across the five

boroughs to gain a solid foundation for future

success. The All About Us unit supports that

objective by providing opportunities for children to

explore, learn about, and embrace what makes

them important and unique.

During the pre-K year, children develop a concept

and awareness of themselves as unique individuals.

A strong sense of self supports children’s success in

pre-K and lays the groundwork for realizing their

potential throughout their school and life

experiences. In the New York State Prekindergarten

Learning Standards (NYSPLS), these ideas are

represented in Domain 3 (PK.SEL.2): Recognizes self

as an individual having unique abilities,

characteristics, feelings and interests. Unit activities

such as self-portraits and like/dislike activities invite

children to think about and express their ideas about

who they are. Throughout the unit there are also

opportunities for children to explore the attributes

of their names. Names are an important part of

what makes each child unique. They are also a

helpful starting point for developing a wide range of

early literacy skills as children are naturally

interested in their own names.

In addition to helping them develop a strong self-

concept, activities around children’s names

encourage children’s development of writing skills.

While every child is different and no two develop in

exactly the same way, there are some skills that

tend to develop in sequence. The development of

writing skills is one skill set that does typically follow

a progression. Early in the pre-K year, children’s

familiarity and skills with letters and writing their

names will vary based on their previous experiences.

The teaching staff’s role is to understand where

each child falls in this progression and to support

their continued growth. The development of

writing, including name writing, typically happens in

the following stages:

1. Scribbles or marks

2. Controlled linear scribbles

3. Mock letters or letter-like forms

4. Letter strings

5. Partially accurate name (early invented spelling

for other words)

6. Accurate name (late invented spelling for other

words)

Teaching Strategies GOLD®, 2010

Please keep these stages in mind as you observe

children’s writing. Many factors may be impacting

child’s writing development, including fine motor

skills or their interest level. Use your Authentic

Assessment System to identify areas in need of

further support, and encourage children to use

various materials throughout the day to support

those areas of need. As always, continue to

encourage any mark that children make. Note

where each child is in the prewriting progression and

then consider how to move him/her to the next

level. This careful observation helps in setting

realistic expectations and engaging in responsive

instruction. The child whose scribbling looks random

will likely be producing horizontal lines next and will

still need to move through the third stage

(producing “letterlike” forms) before they are

capable of writing their own name. Children are not

expected to have mastered writing their name by

the end of this unit. The progression is included here

to guide the supports you provide throughout the

year. In addition to the daily sign in, you can build on

children’s natural curiosity about their own name by

encouraging them to sign their artwork and explore

their names (and those of their friends) in the

writing center and throughout the classroom.

Emotion plays a significant role in developing self-

concept and self-awareness and thriving in group

settings. In this unit, children build on activities and

skills that were addressed in Unit 1: Welcome to Pre-

K, and are provided with opportunities to further

understand, regulate and communicate emotions.

In this unit, you will create a feelings chart for the

classroom and encourage children to identify with a

wide variety of emotions, such as playful, hopeful,

scared, silly, surprised, and confused. Throughout

the year, children will continue to develop their

ability to identify, manage and express their

emotions. Notice what each child has internalized

from Unit 1: Welcome to Pre-K, and use the

activities in this unit to deepen their understanding

and practice skills in their day-to-day interactions.

All About Us is designed to

support and embrace the

diverse populations of New

York City’s Pre-K for All

program… and realize

their potential as

individuals as well as

members of various

communities.

After taking a close look at what makes each of

them unique and exploring their feelings, children

will start to learn about the people around them.

These activities build social and emotional skills

grounded in NYSPLS Domain 3 and Social Studies

standards from Domain 5. Children will explore and

learn about the features, unique attributes and their

roles in both their family and classroom

communities. Previous units provided a

foundational understanding of belonging to these

two communities. In this unit children have the

opportunity to build on their knowledge of the

people and experiences that are closest to them. In

the second two weeks of the unit, children will

explore and share their family composition and

customs. Families are invited to share customs or

activities that are special to them with the class. For

example, they might share a family tradition or

activity they do together. Families who speak

languages other than English are invited to share

those languages with the class in various ways.

Children recognize differences and similarities

between themselves and the people around them in

a way that celebrates all children and families. There

are two ideas for a culminating activity for this unit:

either inviting each family to create a quilt square

which can be used to create a class quite, or inviting

each family to share a recipe that they love for a

classroom recipe book.

All About Us is designed to support and embrace the

diverse populations of New York City’s Pre-K for All

program and help children develop the positive self-

concept and confidence to take on new tasks, think

critically, remain persistent in the face of challenges,

pursue interests, and realize their potential as

individuals as well as members of various

communities. It is an opportunity to celebrate each

and every member of the class both inside and out

and set a tone of acceptance. Have fun leading your

class through this exciting study!

III. Unit Framework

Essential Question

This is a child-friendly question that connects the

knowledge and skills that children will likely develop

throughout the unit.

Focus Questions

These represent the major inquiries of the unit. They

build over time and require children to make

connections across all content areas. Each focus

question is designed to take about one week to

explore.

These are key components of each Pre-K for All Unit

of Study.

Foundational Learning Experiences

These are experiences (e.g., whole group, small

group lessons, field trips, observations, center

activities) for each subtopic that provide ample

opportunities to deepen children’s understanding of

the Focus Questions.

Foundational Texts

PK.ELAL.9 [PKR.5] Interacts with a variety of genres

(e.g., storybooks, poems, songs)

These are a combination of literary and

informational texts that can be read throughout the

unit. See Section XI for text-based critical thinking

questions to support the read aloud experience.

Engaging, informative, and literary texts provide

opportunities for exploring content, expressing

ideas using one’s imagination, and critical thinking

that are enhanced through multiple readings of the

same book. Reading books multiple times helps all

children build a deeper understanding of content,

make meaningful connections between content and

other concepts or experiences and builds their

confidence as learners and as future readers.

Key Vocabulary

These are academic vocabulary words that help

children understand the unit focus questions and

access complex texts. These words can be

supplemented by vocabulary in read alouds.

Family and Community Engagement

These are ideas for inviting families to share their

experience and knowledge with the class, or for

extending learning outside of the classroom. They

are aligned to the NYC DOE Division of Early

Childhood Education Early Childhood Framework

for Quality (EFQ).

See Section IX: Supporting Resources for more

information about Family Engagement Practices.

Culminating Celebration

This is an opportunity to reflect on the unit with the

children, as well as to note and celebrate the growth

and learning that has occurred.

Unit Three: All About Us

Essential Question: Who am I and who are the people in my life?

Week One

Week Two

Week Three

Week Four

Focus Questions

What makes me important

and unique?

What feelings do I have and

why?

What makes my class

important and unique?

What makes my family

important and unique?

Foundational Learning

Experiences

Small Group

Invite children to observe their

faces in a mirror. Provide paper

and writing utensils such as

pencils, crayons or markers for

them to draw what they see.

Encourage them to look

carefully at their faces and

consider how to illustrate the

features and details they see.

PK.ARTS.16. [VA:Cr1-3.PK]

Creates Visual Arts

See page 42 for lesson plan

Small Group

In small groups, introduce

children to an interactive

feelings chart. Invite children to

match how they are feeling

from an array of labeled

pictures. The chart can become

part of the morning routine and

should also be available for

children to access throughout

the day as desired.

PK.SEL.1. Regulates responses

to needs, feelings and events

See page 47 for lesson plan.

Whole Group

Revisit the classroom job chart.

Share some of the materials

used for classroom jobs, and

invite children to demonstrate

how they do some of these

jobs. Invite children to reflect

on the jobs in the chart and

consider if they are the right

jobs for the classroom. The

classroom jobs should reflect

the operational needs of the

classroom and the ideas of the

children.

PK.SOC.3. Demonstrates an

understanding of roles, rights,

and responsibilities

See page 52 for lesson plan.

Family Engagement

Send home paper for children

to use in creating books that

feature the family of each child.

Families can choose what type

of information to include in the

book. Ideas include the people

in their family, where relatives

live, things the family likes to

do together, favorite foods,

languages spoken, family

heritage, traditions,

celebrations, pets, information

about their home, etc. Families

can choose how to illustrate the

book (i.e. drawings,

photographs, pictures from

magazines, etc.). Children

should return the books to

school where they can be kept

in the library for children to

read. Children who do not

create a book with their families

at home can create one in the

writing center.

PK.SOC.2. Demonstrates and

awareness and appreciation of

Week One

Week Two

Week Three

Week Four

Focus Questions

What makes me important

and unique?

What feelings do I have and

why?

What makes my class

important and unique?

What makes my family

important and unique?

their own culture and other

cultures See page 56 for lesson

plan.

Foundational Texts

This Is It by Daria Peoples-Riley

The Many Colors of Harpreet

Singh by Supriya Kelkar

Stella Brings the Family by

Miriam B. Schiffer

*I Love Saturdays y domingos

by Alma Flor Ada

Key Vocabulary

alike, audition, curly, dance,

different, first name, favorite,

individual, interest, important,

last name, melody, portrait,

prefer, rhythm, same, self-

portrait, short, special, skill,

straight, strength, tall, unique,

wavy

afraid, angry, bored, brave,

comfortable, confused,

creative, ecstatic, excited,

feelings, frustrated, gloomy,

grumpy, happy, hopeful, love,

mad, nervous, patka, playful,

relaxed, sad, scared, silly, shy,

strong, surprised, thoughts

Underlined words are also used

in “Welcome to Pre-K.”

community, friends, kind,

manors, peace, polite, respect,

share, teamwork, together,

worry

adopted, aunt, big, brother,

cousin, culture, family, father,

grandfather, grandmother,

mother, older, siblings, sister,

small, together, uncle, younger

Family and Community

Engagement

EFQ 4: High quality

programs promote

families’ role as primary

caregivers, teachers, and

advocates

Ask families to share with their

child a favorite story from the

past. Among other things, this

could be a story about the first

time their child did something

new, a funny story about an

experience or a time when their

child made the family proud.

Send home a page with the

pictures used for the class

feelings chart. Families can

display this page at home,

discuss the way they feel, and

what they can do when they

experience these emotions.

Ask families to write something

special about their child on a

small piece of paper and return

it to school. Post each child’s

note in their cubby or

somewhere where each child

can easily view the words from

their family.

Invite family members to come

in and read to the class or lead

an activity during center time

that represents something

important to the family. Ideas

include a cooking experience,

an art experience, reading a

favorite book in English or

another language the family

member speaks, or sharing a

favorite song or type of music.

Families that are not able to

come in may send in music, a

favorite book, snack or

Week One

Week Two

Week Three

Week Four

Focus Questions

What makes me important

and unique?

What feelings do I have and

why?

What makes my class

important and unique?

What makes my family

important and unique?

something else that represents

the family.

Culminating

Celebration

Community quilt: Give children a square piece of fabric or felt and invite them to draw a picture or use materials to depict something

that is special to their family. Families can also have the option of bringing in a piece of fabric that represents their family, culture, or

heritage. Be sure the family includes written documentation about the quilt square (“On our felt square we drew a picture of our family

walking to school together,” or, “This is a piece of fabric from a shirt I used to wear. I’m too big for this shirt now but I wore it when I was

smaller and my grandma took me to the zoo.”). Use the squares to create a large classroom quilt. Display the quilt in a highly visible

location so children and families can enjoy it together.

PK.SOC.1. Develops a basic awareness of self as an individual, self within the context of group, and self within the context of community

Invite each family to send in a favorite recipe. Collect the recipes and bind them together to create a classroom cookbook. Ask families

to create their favorite dish at home and bring it in for a class potluck. Note: Be mindful of children’s food intolerances and allergies by

connecting with families before you do cooking activities and explicitly teaching children how being aware of allergies keeps us safe.

Please review all relevant policies on meals and food served on special occasions before implementing this activity.

PK.SOC.2. Demonstrates awareness and appreciation of their own culture and other cultures

IV. Ideas for Learning Centers

Learning centers enhance children’s understanding

of the unit’s essential and focus questions as well as

the enduring understandings. The opportunity to

make choices in play is especially important in this

unit as it provides children with an opportunity for

developing awareness of themselves and those

around them as well as confidence in their ability to

take on new tasks. Learning centers empower

children with a structure and materials to explore

their own interests and those of their peers. When

children play together in learning centers, they

develop rich friendships that build a sense of

community in the classroom. This sense of

community is enhanced as children problem solve

and resolve the conflicts that arise during play and

clean up classroom materials together. Children

develop a positive sense of self when they have the

space and encouragement is provided in centers to

experiment, work through problems, use trial and

error, access space for privacy, and express

themselves creatively, independently, with peers,

and with other adults. Additionally, choice in play

provides teachers the opportunity to embrace and

celebrate the unique attributes of children through

feedback on their processes as well as discussions

about their play.

Learning centers empower children with a structure

and materials to explore their own interests and those

of their peers.

The following suggestions supplement the standard

materials you have in each center such as blocks in

the Blocks/Construction Center, and paper and a

variety of writing utensils in the Writing Center. As

you plan your learning centers, consider how you

will provide multiple entry points into the materials

for all children in your classroom. The suggested

materials and activities are intended to be relatable

and fun! This is not an exhaustive list of suggestions.

Select the activities that best align to the interests

of your children, give them opportunities to explore

new interests, and reflect the diversity of your class.

You may also supplement this list as necessary.

As you plan for this unit, reflect on how children

select where they will play. How do you help

children make intentional choices about where to

play? How do they know what to do in each center?

Consider briefly highlighting new or exciting options

in each center but always allow children to use other

center materials if they find them more interesting.

If you notice a child or group of children choosing

the same center daily, consider bringing in materials

from other centers in order to provide them with a

varied learning experience. What system do you

have in place to help them know where they can

play and when? What message does this system

send to the children about their individual rights and

responsibilities as well as their rights and

responsibilities as members of the classroom

community? Is there a limit to the number of

children in each center at a time? How do children

know this limit? How do you talk with the children

about their responsibilities around properly handling

materials and taking turns? Consider the use of a

choice chart (See Tools of Autonomy in Unit One:

Welcome to Pre-K). A choice chart that includes

children’s names and pictures can help each child

realize they are an important member of the class

and provide an additional opportunity for children to

see their own names, as well as their peers’ names,

in print.

Consider briefly highlighting new or exciting options in

each center but always allow children to use other

center materials if they find them more interesting.

While the materials you select for centers are

extremely important, learning is made richer

through the interactions adults and children have

during center time. Center time provides an

opportunity for staff to engage children in

conversation and rich discussion around their

interests, strengthening the children’s positive self-

concept and self-confidence. During center time,

teaching staff should intentionally model language,

use questioning techniques to promote higher-order

thinking skills, actively encourage children’s

perspectives, increase children’s focus on the task at

hand, read informally to children, and assess

children’s learning. When teaching staff interact

with children in centers they can model language

through initiating, joining and extending

conversations, using self and parallel talk and asking

open-ended questions that deepen engagement

and inquiry while developing problem solving and

critical thinking skills.

Play is an important vehicle for developing a variety

of skills outlined in the NYSPLS and is woven into

many of the elements in the EFQ. Purposeful play

supports the development of academic and social

skills because of the way young children learn. When

children have a sufficient amount of time to play

and can access learning centers and the materials in

them they have supports necessary for their play to

continue developing in complexity. The play-based

learning that happens in learning centers addresses

Standard PK.AL.1 Actively engages in play as a

means of exploration and learning. For these reasons,

teachers should ensure that children have access to

and can choose from a variety of learning center

materials for one-third of the pre-K day, and support

children’s engagement in play during center time,

adjusting the daily schedule to weave in small and

whole group activities without infringing on that

time. NYSPLS standards are included for all of the

activity suggestions here and opportunities for

assessment are embedded. Text suggestions that

compliment these materials and activities are also

included.

Blocks/Construction

Critical thinking questions/statements:

Tell me about your work.

I notice that you ____.

What are some other things you could add?

I wonder what would happen if ____.

How do you know?

How could you build ____?

What is your conclusion?

Suggested Text:

Families by Shelley Rotner and Sheila M. Kelly

Invite children to look at the families in the book as

they play with toy people figurines. They may want

to create families or homes for families out of the

blocks in the center. .

PK.SOC.1. Develops a basic awareness of self as an

individual, self within the context of group, and self

within the context of community

Save:

Provide nametags or “save” signs (or invite children

to create their own) for children to use to indicate

they would like to save the structures they are

creating and would like to return to later.

PK.SEL.5. Demonstrates pro-social problem-solving

skills in social interactions

Create the Classroom:

Invite children to use blocks to create the classroom.

Encourage them to add as many details as possible.

Add small people and furniture to the

Blocks/Construction center so children can set up

the classroom and play with it, too. Introduce this

activity to the children by drawing a classroom map

with them first.

PK.MATH.12. [NY-PK.G.1.] Describes objects in the

environment using names of shapes and describes the

relative positions of these objects using terms such as

top, bottom, up, down, above, below, in front of,

behind, over, under, next to

Doll House:

If available, add a dollhouse, furniture and small

people to the center. Consider doing this activity

outside of the Blocks/Construction area depending

classroom space and children’s interests as well as to

make sure that the house and materials do not

interfere with block building.

PK.AL.1. Actively engages in play as a means of

exploration and learning

Build Together:

Encourage children to collaborate to build a

structure together. Provide students with materials

to create a plan of what to build and how to build it.

Add images of construction workers collaborating to

encourage partnerships.

PK.ELAL.19. [PKSL.1] Participates in collaborative

conversations with diverse peers and adults in small

and large groups and during play

Block Letters:

Provide the children’s name cards and invite them to

use blocks to make letters in their names. Talk with

them about the lines in each letter of their name

(straight, curved, etc.) and the sounds the letters

make, specifically the first letter.

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of

the organization and basic features of print

Dramatic Play

Critical thinking questions/statements:

Who are you going to be today?

I wonder what would happen if ____?

What will you do next?

What do you think about ____?

What does that remind you of?

Note:

In Dramatic Play, sometimes children act out

complicated or sensitive events that could make

teachers or other children feel uncomfortable.

Children typically do this a as a way to process

difficult situations, thoughts, or experiences they

have had. If this occurs, consider the emotion

behind the behavior and acknowledge the feeling. If

the play seems too upsetting for the classroom call

the children’s attention to the feelings of those

around them and remind them it is important that

everyone feels safe in the classroom. Reach out for

additional supports that may be available at your

site, such as a Social Worker or Instructional

Coordinator, if necessary.

Suggested Text:

Maggie’s Chopsticks by Alan Woo

Add an assortment of utensils such as spoons, forks,

(safe) knives, chopsticks, sujeos, tongs, sporks, or

other utensils that are more relevant to the

classroom community, and invite the children to

explore using them in their dramatic play.

PK.SOC.2. Demonstrates awareness and appreciation

of their own culture and other cultures

Home:

Invite children to dramatize their lives at home or to

pretend to be a family. Encourage them to cook for

each other, eat a meal together or take care of daily

household living. Talk with the children about the

things they do at home, things they do with their

families and things they do with their friends outside

of school.

PK.SOC.1. Develops a basic awareness of self as an

individual, self within the context of group, and self

within the context of community

Diner:

Keep the diner set up from Unit Two, “My Five

Senses.” Shift from focusing on what the children

see, hear, touch, taste and smell to what foods they

like and enjoy eating with family and friends.

PK.SOC.6. Develops an understanding of how people

and things change over time and how to relate past

events to their present and future activities

Cookbook:

Add a cookbook for children to reference when

cooking, as well as recipe cards, and writing utensils.

Children can look in the cookbook for recipes their

families enjoy or might like to try. Invite children to

write their own recipes. They could write recipes for

things their family likes or create recipes for some of

their personal favorite foods.

PK.SOC.2. Demonstrates and awareness and

appreciation of their own culture and other cultures

Classroom:

Turn Dramatic Play into a mini classroom. Invite

children to play pre-K together. Ask them to help set

up the Dramatic Play classroom. Ask which

materials to include and invite the children to make

the materials such as a picture schedule, feelings

chart, center labels, name cards, etc. Encourage

children to take on the roles of teacher(s), students

and/or other program staff.

PK.SEL.4. Develops positive relationships with their

peers

√ Opportunity for Assessment: How does the child

interact with their peers? Do they share materials? Is

the child able to engage in sustained interaction?

Art

Critical thinking questions/statements:

Tell me about your art.

What did you notice about ____?

I notice that you ____. How did you do that?

What will you try next? Why?

How does this picture, painting, drawing, etc. make

you feel? Why?

Suggested Text:

Tan to Tamarind: Poems About the Color Brown by

Malathi Iyengar

Invite children to look at the color of their skin and

mix paint to make a color that looks like their skin.

PK.SEL.2. Recognizes self as an individual having

unique abilities, characteristics, feelings and interests

3-D Me:

Provide playdough for children to use to create

themselves, family members or a friend. Consider

repeating this activity with other materials (i.e.

recycled materials, collage materials, yarn, etc.).

PK.SEL.2. Recognizes self as an individual having

unique abilities, characteristics, feelings and interests

Shape Me:

Cut out various size shapes from construction paper

and invite children to use the shapes to create their

own bodies. After gluing the shapes together, or to

a piece of paper, children can use writing utensils, or

open-ended materials to add additional details (hair,

patterns on clothes, etc.).

PK.MATH.13. [NY-PK.G.2.] Names shapes regardless

of size.

√ Opportunity for Assessment: What shapes is the

child able to identify correctly?

Faces:

Provide an assortment of facial features (cut from

magazines or make your own from construction

paper) for children. Invite them to create silly faces

with the cutouts.

PK.AL.3. Approaches tasks and problems with

creativity, imagination and/or willingness to try new

experiences

Paper Plate Emotions:

Cut paper plates in half, give children half of a plate

and invite them to draw a mouth that is expressing

an emotion on it (i.e. a smile for happy, frown for

sad). Attach a Popsicle stick to the bottom of the

plate for children to hold and invite them to place

the emotion mask over their own mouths. Provide a

mirror for children to see the expressions and invite

them to try to make their eyes match the

expressions on the plates as well.

PK.SEL.1. Regulates responses to needs, feelings and

events

Feelings Faces:

Invite children to draw expressive self-portraits.

Have them look in the mirror, make an expression

and draw what they see.

PK.SEL.1. Regulates responses to needs, feelings and

events

Science/Discovery

Critical thinking questions/statements:

What did you observe here/when ____?

What did your sense of ____ tell you about ____?

What will you try next?

I wonder what would happen if ____?

How do you know? How could we find out?

Suggested Text:

Don’ t Touch My Hair by Sharee Miller

Provide shatter-proof mirrors for children to use to

observe their own hair. In addition to looking at their

hair, noting the color, appearance, etc., they can

also touch it to feel the texture and write or draw

what they notice.

PK.SOC.1. Develops a basic awareness of self as an

individual, self within the context of group, and self

within the context of community

Magnifying Glasses:

Invite children to use magnifying glasses to explore

fingerprints, skin, hair, etc.

PK.SCI.5. [P-LS1-2.] Participates in investigations to

determine how familiar plants and/or animals use

their external parts to help them survive in the

environment

Who Am Eye?

Take pictures of each child’s eyes. Print and invite

children to try to identify each child in the class. This

can also be done with mouths, or both eyes and

mouths, and played as a matching game.

PK.AL.5. Demonstrates persistence

*Note: Classroom staff may not use their personal

devices to take classroom photos.

Dough Faces:

Provide the outlines of faces as well as playdough.

Invite children to use the dough to create facial

features for the faces. When the class studies

feelings, invite children to make expressive faces. To

add an additional dimension to this activity, make

the playdough with the children.

PK.SEL.1. Regulates responses to needs, feelings and

events

Mirrors:

Provide mirrors for children to use to look at

themselves. Later, children may choose to look in

the mirror with another child and compare/contrast

what they notice about each other. Have children

record their observations in their science journals.

PK.SEL.2. Recognizes self as an individual having

unique abilities, characteristics, feelings and interests

√ Opportunity for Assessment: Is the child able to

compare/contrast themselves to peers? What do

they notice about themselves? What do they notice

about their peers?

Toys and Games / Math Manipulatives

Critical thinking questions/statements:

I notice that you ____. What do you notice?

What happened when you ____?

Why do you think that happened?

If I want to ____, what should I do? Why?

Tell me about ____.

How do you know?

Tell me why ___.

Suggested Text:

One Family by George Shannon

Invite children to use manipulatives to create

families of various sizes. After children create a

family invite them to count the number of family

members and label them with a number card (child

made, teacher made, playing card, etc.).

PK.MATH.2. [NY-PK.CC.2.] Represents a number of

objects (0-5), with a written numeral 0-5 (with 0

representing a count of no objects)

Note: Students can select the corresponding number

card and/or write the numeral

Name Numbers:

Invite children to refer to their name cards and count

the number of letters in their names then place the

appropriate number card next to the name card.

Children can count the letters in their own names as

well as their peers’ names.

PK.MATH.3. [NY-PK.CC.3.] Understands the

relationship between numbers and quantities to 10,

connects counting to cardinality

Measure Me:

Help children figure out how many “feet” or “hands”

tall they are. Cut out several feet or hands (all the

same size) and tape to wall. Invite children to stand

next to the feet/hands and add a post-it to mark

each child’s height. Have children count how many

feet/hands tall they are. Invite them to write the

number on the post-it. Unit blocks can also be used

for this activity instead of feet and hand cutouts.

PK.MATH.10. [NY-PK.MD.1.] Identifies measurable

attributes of objects, such as length or weight, and

describes them using appropriate vocabulary (e.g.,

small, big, short, tall, empty, full, heavy, light)

People:

Add small people or figurines to the center. Children

can sort and then count the people, or use them for

imaginative play. Add sorting trays, muffin tins or

egg cartons to help children keep the materials

sorted as they work.

PK.MATH.11. [NY-PK.MD.2.] Sorts objects and

shapes into categories; counts the objects in each

category. Note: Limit category counts to be less than

or equal to 10

Face Magnets:

Cut out various facial features from pictures in

magazines. Adhere onto magnets, supply a cookie

sheet or other magnetic surface and invite children

to create faces.

PK.SCI.5. [P-LS1-2.] Participates in investigations to

determine how familiar plants and/or animals use

their external parts to help them survive in the

environment

Feelings Puzzles:

Draw faces of various emotions on paper plates. Cut

the plates apart to create puzzles. Invite the children

to assemble the puzzles and discuss the emotion

expressed.

PK.SEL.1. Regulates responses to needs, feelings and

events

Feelings Eggs:

Using small plastic eggs that split into two pieces,

draw eyes and nose of a particular expression on one

half of an egg and the mouth of an expression on

the other half. Invite children to explore the eggs to

find matches or to experiment by mixing and

matching the faces.

PK.SEL.1. Regulates responses to needs, feelings and

events

Fish for a Feeling:

Affix faces that display various emotions to

magnets. Create a “fishing pole” (using a stick,

string and magnet to act as a hook) and invite

children to “fish” for faces that represent different

emotions.

PK.SEL.1. Regulates responses to needs, feelings and

events

√ Opportunity for Assessment: What emotions is

the child able to identify? What associations do they

make between the emotions and the corresponding

facial expressions? What descriptions to they

provide for when they experience these emotions?

Sand and Water / Sensory

Critical thinking questions/statements:

What happens when ___? Why?

How do you think that works? Why?

How could you change that?

What does that remind you of? Why?

What would happen if ___? Tell me more.

Suggested Text:

Want to Play Trucks? by Ann Stott.

Add an assortment of vehicles and people to the

pourable materials in the sensory table for the

children to explore.

PK.AL.1 Actively engages in play as a means of

exploration and learning

Sand Writing:

Cover the bottom of the sand table in a fine layer of

sand. Invite children to use their fingers to draw and

try to write their names in the sand.

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of

the organization and basic features of print

Emotions Slime:

Create slime (see Appendix A for recipe) in multiple

colors. Invite children to select two or three

emotion(s) they would like to explore and have

them choose a color for each. As children explore

the slime, discuss when they might experience these

emotions and why. As children are ready, discuss

the possibility of experiencing multiple emotions at

once and invite children to use multiple colors of

slime at one time. What happens to the colors? How

does that relate to our emotions?

PK.SEL.1. Regulates responses to needs, feelings and

events

Us:

Add laminated pictures of each student (that include

their names) as well as small plastic letters to the

pourable materials in the table. Invite children to

find their pictures and the letters in their names.

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of

the organization and basic features of print

People:

Add small plastic people to the sensory table. Invite

children to play with these people in addition to the

pourable materials already in the table. Children can

pretend the people are their family members or

friends.

PK.SOC.6. Develops an understanding of how people

and things change over time and how to relate past

events to their present and future activities

Letters:

Add small plastic letters to the pourable materials in

the table. Invite children to look for the letters in

their names. If magnetic letters are available, use

magnetic letters and a magnetic wand; let children

drag the wand through the pourable materials to

find the letters in their names. Be sure children’s

name cards or another representation of their

names are available for them to reference as they

work.

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of

the organization and basic features of print

√ Opportunity for Assessment: What letters is the

child able to identify?

Library

Critical thinking questions/statements:

Tell me about this book.

What do you like about this book?

What is your favorite part of this book? Why?

What do you notice?

What do you think is happening?

What will happen next?

Does that remind you of anything? What?

Would you recommend this book to a friend? Why

or why not?

Note:

Add books from the Foundational and Supporting

Text list in Section V to your classroom library to

create a collection of books that deepen children’s

understanding of the unit.

Read Aloud:

Provide small stuffed animals or dolls and invite

children to read to them.

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of

the organization and basic features of print

My Heart Fills With Happiness:

After creating the class book, My Heart Fills With

Happiness in the Writing Center, add the book to

the library for children to read independently or with

a friend. See page 25.

PK.SEL.5. Demonstrates pro-social problem-solving

skills in social interactions

Our Names:

Reintroduce the class name book created in Unit 1:

Welcome to Pre-K. Invite children to share their own

page with their peers. If children are ready for an

additional challenge, they can share the page of a

classmate.

PK.ELAL.4. [PKRF.4.] Displays emergent reading

behaviors with purpose and understanding

√ Opportunity for Assessment:

What does the child do when interacting with this

book? Note actions (including book handling),

words, language, etc.

Reading Together:

Encourage children to read a book with a friend.

One child can read to the other or they can look at a

book together.

PK.SEL.4. Develops positive relationships with their

peers

Finger Puppets:

Add finger puppets to the library and invite children

to use them to retell some of their favorite stories.

PK.AC.1. Demonstrates motivation to communicate

Cooking and Mixing

(As needed)

Critical thinking questions/statements:

Why do you think we are adding ____?

What would happen if ____?

What do you notice as we do this?

How does it smell/feel/look/sound/taste?

What does this remind you of?

Suggested Text:

Fry Bread by Kevin Noble Maillard

After reading this book together and discussing

some favorite family foods, consider trying the fry

bread recipe at the end of the book. This recipe uses

many very hot ingredients. For safety, an adult

may need to do some of the cooking independently,

away from the children.

PK.SOC.2. Demonstrates awareness and appreciation

of their own culture and other cultures

Note:

Be mindful of children’s food intolerances and

allergies by connecting with families before you do

cooking activities and explicitly teaching children

how being aware of allergies keeps us safe.

Snacks and meals must be of adequate nutritional

value. When providing snacks and meals,

supplement with other components of a healthy

meal/snack according to appropriate meal

guidelines in order to make sure children’s

nutritional needs are met.

Children must always wash hands before and after

cooking experiences.

PK.PDH.7. Demonstrates personal care and hygiene

skills

Thumbprint Cookies:

See recipe in Appendix A. Highlight the thumb print

portion of this activity. Be sure to write the recipe

out in a child friendly format and reference it

throughout the cooking experience.

PK.ELAL.4. [PKRF.4.] Displays emergent reading

behaviors with purpose and understanding

√ Opportunity for Assessment: Does the child refer

to the recipe for guidance throughout the cooking

experience? What connections do they make

between the text in the recipe and cooking process?

Graph:

After a cooking activity, create a graph comparing

children’s preference for the food just prepared to

another food. Invite children to share their

preferences, then compare and discuss the results.

PK.MATH.6. [NY-PK.CC.5.] Recognizes whether the

number of objects in one group is more than, fewer

than, or equal to (the same as) the number of objects

in another group (e.g., using matching and counting

strategies)

Computer/Technology

Content should be free of product

placement/advertising. Children are not to use

computers or other devices with screens more than

15 minutes per day, with a maximum of 30 minutes

per week. Exceptions to this limit may be made for

children with disabilities who require assistive

computer technology as outlines in their

Individualized Education Program. Prescreen

images and videos to make sure they are

appropriate for children and not frightening or

explicit. Do not use personal devices and ensure that

you have signed permission before taking

photographs of children.

Critical thinking questions/statements:

I notice that you ____.

How did you figure that out?

What will you do next? What if you try ____?

How could you ____?

Suggested Text:

Add the books to this center that match, or are

similar to the stories families share electronically

(See Share a Story on the following page).

PK.ELAL.20. [PKSL.2] Interacts with diverse formats

and texts

Recordings:

Invite each child to record themselves saying a

sentence such as, “Hi! I like to play _____.” Be sure

each child only says a sentence and does not say

their name. Play back the recordings so the children

can listen to their own voices and try to identify

those of their classmates.

PK.AC.5. Demonstrates a growing expressive

vocabulary

√ Opportunity for Assessment: Does the child use

appropriate volume and speed so the spoken

message can be understood?

Names:

Invite children to type their names on the computer.

Place the children’s name cards near the computer

for them to reference.

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of

the organization and basic features of print

Who Am Eye?

Use your program’s camera or other device to take

photos of children’s facial features such as eyes and

mouths. Use these pictures for the Who Am Eye

activity in the Science/Discovery Center. As you

engage in conversation with children during this

activity, invite them to consider how they use each

facial feature and why they are helpful.

PK.SCI.5. [P-LS1-2.] Participates in investigations to

determine how familiar plants and/or animals use

their external parts to help them survive in the

environment

Friends, Friends, 1, 2, 3

Use a search engine to find sign language to

accompany the song, “Friends, Friends, 1, 2, 3.”

Invite the children to copy the signs and use them as

you sing this song together.

PK.PDH.5. Demonstrates eye-hand coordination and

fine motor skills

Share a Story:

Invite families to make voice recordings of

themselves reading a book or telling a story that

they enjoy together. They can share with the class

via email or on tape. Families who do not have the

technology to do this can be referred to the library,

borrow a tape recorder from school or recommend a

book for the teaching staff to read or a story to tell.

Let the children listen to the recordings on the

computer. If possible, provide a copy of the books

shared so children can follow along.

PK.SOC.1. Develops a basic awareness of self as an

individual, self within the context of group, and self

within the context of community

Outdoors / Playground

Critical thinking questions/statements:

I saw you ____.

What will you do next?

If you try ____, what do you notice?

How did you do ____?

How does it feel outside today?

What do you see?

Suggested Text:

My Blue is Happy by Jessica Young

As children are decorating their chalk drawings or

shadows, invite them to talk about how the colors

they are using make them feel.

PK.SEL.2. Recognizes self as an individual having

unique abilities, characteristics, feelings and interests

Can You _____?

Suggest physical challenges and invite children to

accept the challenge (i.e. Can you jump seven times

on one foot? Can you hop to the fence, etc.?). Be

mindful of children’s varying physical abilities.

PK.PDH.6. Engages in a variety of physical fitness

activities

Sports:

Provide equipment for many different sports. Invite

children to explore the equipment to determine

which they like best and use the necessary

equipment to play their favorite sport.

PK.PDH.4. Combines a sequence of large motor skills

with and without the use of equipment

√ Opportunity for Assessment: Which skill sets

does the child practice and/or explore? Throwing,

pushing, pulling, catching, balancing, etc.

Stick Letters:

Invite children to collect sticks and use the sticks to

create letters and numbers. Review safety rules for

picking up objects from the ground before

encouraging children to begin collecting. Children

can make the first letter in their name, their whole

name or their age with the sticks. Have examples of

letters and numbers available.

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of

the organization and basic features of print

Feet:

Trace children’s feet with chalk. Invite them to use

chalk to decorate the outlines. Invite children to

attempt to write their names by their work as well.

PK.ARTS.16. [VA:Cr1-3.PK] Creates Visual Arts

Shadow Tracing:

Invite children to explore where to stand outside to

create shadows. Trace their shadows; then invite

them to trace the shadows of their classmates.

PK.SCI.9. [P-PS3-1.] Participates in an investigation

to determine the effect of sunlight on Earth’s surface.

Collections:

Invite children to make collections of objects that

represent how old they are (four-year-olds make

collections of four items) from found materials

outside. Review safety rules for picking up objects

from the ground before encouraging children to

begin collecting. Provide writing materials (paper

and writing utensils or chalk) and encourage

children to write the number of items in their

collections.

PK.MATH.2. [NY-PK.CC.2.] Represents a number of

objects (0-5), with a written numeral 0-5 (with 0

representing a count of no objects)

Writing

Critical thinking questions/statements:

I notice that you ____.

That reminds me of ____.

What if you try ____?

How could we find out _____?

Suggested Text:

*My Heart Fills With Happiness by Monique Gray

Smith

Encourage the children to think about what fills

their hearts with happiness and write or draw a

picture to share their thoughts.

PK.ELAL.29 [PKL.6] Uses words and phrases acquired

through language rich experiences, conversations,

reading and being read to, responding to texts, and

child-centered, play-based experiences

Write a Letter:

Invite children to write letters to family members

and friends. They can write things they like about

someone, a memory they have, or something they

are looking forward to doing with that person. Put

the letter in an envelope, add the recipient’s name

and deliver. Talk with children about mail delivery.

Children can put letters for classmates in their

cubbies or in a designated mail box and can take

letters for family members or friends outside of

program home with them to deliver.

PK.SOC.3. Demonstrates an understanding of roles,

rights, and responsibilities

Classmate Memory:

Create a memory game using photos of the children

in the class. Use children’s pictures for one set of

cards and their names for the other set. As a

scaffold, consider providing a set of cards that

includes children’s pictures and names on one set

and only pictures on the other.

PK.AL.5. Demonstrates persistence

I am an Author:

Provide children with materials to create their own

stories and books.

PK ELAL.14 [PKW.2] Uses a combination of drawing,

dictating, oral expression, and /or emergent writing to

name a familiar topic and supply information in child-

centered, authentic, play-based learning

Class Book:

After reading, My Heart Fills With Happiness, by

Monique Gray Smith, invite children to create a

page for a class book about things that make them

happy. Save the work to create a class book, Our

Hearts Fill With Happiness, for the class library.

PK.ELAL.29 [PKL.6] Uses words and phrases acquired

through language rich experiences, conversations,

reading and being read to, responding to texts, and

child-centered, play-based experiences

Name Rubbings:

Write each child’s name in glue on a strip of paper.

After the glue is dry, invite children to use crayons to

create a name rubbing in the same way they did leaf

rubbings in Unit 2: My Five Senses.

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of

the organization and basic features of print

√ Opportunity for Assessment: Which letters from

the child’s name do they recognize?

Dough Names:

Invite children to use playdough to create their

names. Supply a large name card for each child to

reference. Demonstrate how to roll the playdough

into thin ropes and shape into letterforms. As

children work talk with them about the letters in

their names and the sounds they make.

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of

the organization and basic features of print

Name Graph:

Invite each child to refer to his/her name card to

count the letters in his/her name. Graph the results.

PK.MATH.4a. [NY-PK.CC.4a.] Answers counting

questions using as many as 10 objects arranged in a

line, a rectangular array, and a circle. Answers

counting questions using as many as 5 objects in a

scattered configuration (e.g., how many ____ are

there?”)

Name Puzzles:

Cut apart a name card for each child. Invite children

to reassemble their own names. Add children’s

picture puzzles from Unit 1: Welcome to Pre-K and

encourage them to match these puzzles to the

name puzzles.

PK.AL.4. Exhibits curiosity, interest, and willingness

to learn new things and have new experiences

Music and Movement

Critical thinking questions/statements:

I see you moving like this.

I heard you ____.

I saw you ____.

Tell me about that.

Let’s try playing the music loud (or soft, fast, slow).

Can you try this?

How does this music make you feel?

Have you heard music like this before? Where?

Suggested Text:

Here We Go Round The Mulberry Bush by Sophie

Fatus (Illustrator).

Invite the children to sing along and share the ways

they do some of the different activities in the book.

PK.PDH.7. Demonstrates personal care and hygiene

skills

How Do You Feel?

Provide different genres of music with various

tempos and types of instruments (i.e. reggae, violin

concerto, jazz quartet, etc.).Include music that may

be familiar to the children and their families as well

as music that may be new or novel. Play one song

and ask the children how the music makes them

feel. Invite them to dance accordingly. Change the

songs often and repeat!

PK.ARTS.10 [MU:Re7-9.PK] Responds to Music

Music from Home:

Invite families to share music (appropriate for

children) they enjoy at home.

PK.ARTS.11. [MU:Cn10-11.PK] Connects to Music

√ Opportunity for Assessment: What does the

child share about the music they brought in to

share?

Yoga:

Introduce children to some basic yoga moves and

invite them to participate. Discuss how some people

use yoga to calm down and relax.

PK.PDH.6. Engages in a variety of physical fitness

activities

What Can You Do Ponchinello?

Introduce songs where each child takes turns doing

a movement and others repeat the movement, such

as “What Can You Do Ponchinello?”

PK.ARTS.9. [MU:Pr4-6.PK] Performs Music

V. Foundational and Supporting Texts

Books are essential to a well-planned unit and

ground the learning experiences for children.

Engage children with books throughout the day.

Read alouds can occur in large group and small

group as well as in centers. Books can be

incorporated throughout the room and enhance

children’s learning through play. Some books are

read repeatedly throughout the unit. Some books

will be read only once or twice throughout the unit;

these are supporting texts. Supporting texts

compliment focus questions and centers of interest

or may be related to the essential question or

enduring understandings of the unit. Select the

books that seem most relevant to your classroom

community. Additionally, the following list is not

exhaustive and can be supplemented by similar

books. Not only can these books be read aloud both

formally and informally, but children should also be

able to access and read these books on their own.

Allowing children access to classroom books

encourages children to display emergent reading

behaviors and address PK.ELAL.4. [PKRF.4.] Displays

emergent reading behaviors with purpose and

understanding.

*Books with an asterisk are also available in

languages other than English

Foundational Texts

This Is It by Daria Peoples-Riley: A young dancer is

nervous about her upcoming auditions but finds

confidence in her skills, her body, and her ability to

shine.

The Many Colors of Harpreet Singh by Supriya

Kelkar: Harpreet Singh loves his colors- but when his

family moves to a new city, everything just feels

gray.

Stella Brings the Family by Miriam B. Schiffer:

Stella’s class is having a Mother’s Day celebration,

but what’s a girl with two daddies to do?

*I Love Saturdays y domingos by Alma Flor Ada:

Saturdays and Sundays are very special days for one

little girl.

How to Use Foundational Texts

When you have a text that draws the interest of the

children in your class, consider one or more of the

following techniques for reading the book multiple

times to extend children's thinking:

 Take a "picture walk" through the book the first

time you read it by just showing the pictures

and asking the children what they see and what

they think the book is about.

 Consider reading the book once without

pausing so that children hear the cadence of the

words and hear the story in its entirety.

 Model skills readers use to gain greater

understanding of content by thinking aloud

about the meaning of a word in context or

drawing a conclusion based on prior knowledge.

 Write down and post children’s responses to

questions with more than one possible answer.

 Ask children to make predictions based on what

they know so far and ask them to explain their

thinking.

 Pause throughout the book and ask children to

share a new word or idea they heard and explain

it using familiar words or contexts.

 Invite children to make connections between

the book and their own life experiences.

 Brainstorm potential solutions to a problem a

character might be facing.

 Ask children what the character could do

differently or ask them what they might do if

they were in the place of the main character.

 As the book becomes familiar to the children,

ask for volunteers to "read" it to you or small

groups of children, letting them describe the

pictures and the story in their own words.

 Compare and contrast books with similar

content, themes or structures.

 Preview or review texts or parts of texts

(particularly vocabulary) for children who need

additional language or learning support.

 As children become more familiar with the story

or information, use this as the beginning of

extension activities like acting out a story,

painting or drawing something inspired by the

text, or creating puppet shows.

Supporting Texts

A Boy Like You by Frank Murphy: All the wonderful

ways to be a boy.

A is For All the Things You Are: A Joyful ABC Book

by Anna Forgerson Hindley: A celebration of what

makes us unique as individuals and connects us as

humans.

*Count on Me by Miguel Tanco: Everyone has a

passion. For some, it’s music. For others, it’s art. For

our heroine, it’s math.

*Dad By My Side by Soosh: A celebration of the

special relationship between a girl and her dad.

Daniel’s Good Day by Micha Archer: What makes a

good day? It’s something different for everyone in

the neighborhood.

Don’t Touch My Hair! By Sharee Miller: Even if it

looks so soft, fluffy, and bouncy that you really want

to touch it, it is always important to ask permission

before touching someone’s hair.

Families by Shelley Rotner: Big or small, similar or

different-looking, there are all kinds of families.

Family by Isabell Monk: Hope’s new and unusual

dessert blends well with the traditional dishes

prepared by her cousins and Aunt Poogee at their

annual summer get-together.

Fry Bread: A Native American Family Story by

Kevin Noble Maillard: A depiction of a modern

Native American family.

Full, Full, Full of Love by Trish Cooke: For the

youngest member of an exuberant extended family,

Sunday dinner at Grannie’s can be full indeed.

*Heather Has Two Mommies by Lesléa Newman:

When Heather goes to school for the first time,

someone asks her about her daddy, but Heather

doesn’t have a daddy. At first she feels bad, but then

she learns there are many different kids of families.

Here We Go Round the Mulberry Bush by Sophie

Fatus (Illustrator): Follow four children from

different countries, each going through their early

morning routine and getting ready for school.

I Like Myself! by Karen Beaumont: This ode to self-

esteem encourages kids to appreciate everything

about themselves- inside and out.

I Love My Hair! by Natasha Anastasia Tarpley: A girl

named Keyana discovers the beauty and magic of

her special hair.

I Love You More Than by Taye Diggs: This message

of love underscores the bond between parent and

child.

Just Like a Mama by Alice Faye Duncan: Mama

Rose is amazing and until Carol Oliva Clementine

can be with her mother and father again, Mama

Rose also becomes her “home.”

Let’s Celebrate: Special Days Around the World by

Kate DePalma: An introduction to several special

days around the world.

Maggie’s Chopsticks by Alan Woo: Maggie gets her

own pair of chopsticks and everyone insists on

telling her how to use them.

Mommy’s Khimar by Jamilah Thompkins-Bigelow: A

young girl plays dress up with her mother’s

headscarves, felling her mother’s love with every

one she tries on.

My Blue is Happy by Jessica Young: Colors may feel

one way to you and another to me.

My Brother Charlie by Holly Robinson Peete and

Ryan Elizabeth Peete: Callie is very proud of her

brother, Charlie. He’s good at so many things .

*My Heart Fills With Happiness by Monique Gray

Smith: The sun on your face. The smell of warm

bannock baking in the oven. Holding the hand of

someone you love. What fills your heart with

happiness?

*Of Thee I Sing: A Letter To My Daughters by

Barack Obama: A tribute to thirteen

groundbreaking Americans and the ideals that have

shaped our nation.

Our Favorite Day by Joowon Oh: Papa enjoys his

daily tasks, but there’s one day each week that is

extra special.

Saturday by Oge Mora: Sometimes our best plans

don’t work out exactly as we expect…

Shades of People by Shelley Rotner: Cocoa, tan,

rose, and almond- people come in lots of shades,

even in the same family.

Sister, Sister by Anne Sibley O’Brien: Meet two

sisters who seem to have very different interests,

and see what brings them together.

Sunday Shopping by Sally Derby: On Sunday

nights, Grandma flips open the newspaper to see

what is advertised, and the imaginary tour of the

neighborhood stores begins.

Super Satya Saves the Day by Raakhee

Mirchandani: Super Satya is ready to have a super

day.

Tan to Tamarind: Poems About the Color Brown:

by Malathi Michelle Iyengar: When you look in the

mirror, what do you see?

The Favorite Book by Bethanie Deeney Murguia:

Have you ever thought about how your favorite

things became your favorite in the first place?

The Ring Bearer by Floyd Cooper: Mama is getting

married and Jackson has an important job to do!

*The Same but Different Too by Karl Newson:

There’s something about each of us that makes

us special. But while everyone is unique, we all

have many things in common, too.

What I like About Me by Allia Zobel-Nolan: In a

world where fitting in is the norm, being different is

what makes us special.

VI. Inquiry and Critical Thinking Questions for Foundational Texts

Critical thinking skills are foundational to learning and

educational success.

These questions are based around Webb’s Depth of

Knowledge Wheel

, which provides a vocabulary and

critical thinking frame of reference when thinking

about our children and how they engage with unit

content.

Re-read foundational texts throughout the unit,

starting with Level 1 questions, and adding more

complex questions each time you read them.

http://schools.nyc.gov/NR/rdonlyres/522E69CC-02E3-

4871-BC48-BB575AA49E27/0/WebbsDOK.pdf

This Is It by Daria Peoples-Riley

PK.ARTS.4 [DA:Cn10-11.PK} Connects to Dance

Level 1: Recall

What does the girl in this book like to do?

What are some of the dance moves the girl in this book

shows us? Try them, if you would like!

Level 2: Skill/Concept

What is the little girl in this book getting ready for?

What do you think a dance audition is?

How do you think the girl in this book might be feeling

about her dance audition?

Level 3: Strategic Thinking

You said the little girl in this book might be feeling

______ about her dance audition. Why do you think she

might be feeling that way?

Where do you think the girl in this book is dancing?

Why do you think she is dancing there?

Level 4: Extended Thinking

The book says that melodies sing from the girl’s elbows

to her knees. What does it mean to have melodies sing

from your elbows to your knees?

The book says that rhythms beat all the way down the

girl’s spine. What does it mean to have rhythms beat

down your spine?

The Many Colors of Harpreet Singh by

Supriya Kelkar

PK.AC.3 Demonstrates understanding of what is

observed

Level 1: Recall

What did Harpreet love?

Why did Harpreet wear different colors?

Level 2: Skill/Concept

How did Harpreet feel when he first started his new

school? Why do you think he felt that way?

What made Harpreet start feeling better about his new

school?

Level 3: Strategic Thinking

Harpreet loved many different colors and used them

for different things. What color(s) do you like? Why?

What do you do with the colors you like?

In this book, Harpreet wears a patka- a turban- on his

head. Abby wears a winter hat. Why do people wear

different types of head coverings and hats? What are

some of the other things besides patkas and winter

hats that people can wear on their heads?

Level 4: Extended Thinking

Have you ever moved somewhere new or tried

something new? How did it feel?

Harpreet started feeling better about his new school

when he met his new friend Abby. How can other

people help us feel better when we are sad or upset?

Stella Brings the Family by Miriam B.

Schiffer

PK.SEL.1. Regulates responses to needs, feelings, and

events

Level 1: Recall

Why was Stella worried about the Mother’s Day party

at her school?

Who did Stella bring to school for the Mother’s Day

party?

Level 2: Skill/Concept

All the children in Stella’s class brought someone

special to school for the party. Who are some of your

special people?

What can make someone special to us?

Level 3: Strategic Thinking

In this book, Stella was very worried. What can it feel

like to be worried?

Have you ever been worried? What made you worry?

Level 4: Extended Thinking

What are some of the ways you might be able to get

better if you are feeling worried about something?

How do you think Stella felt after the party? Why do

you think she felt that way?

I Love Saturdays y domingos by Alma

Flor Ada

PK.SOC.6. Develops an understanding of how people

and things change over time and how to relate past

events to their present and future activities

Level 1: Recall

Why does the little girl in this story like Saturdays?

Why does the little girl in this story like domingos?

What did the little girl celebrate with her family at the

end of the book?

Level 2: Skill/Concept

What are some of the things the little girl in this story

does with her grandma and grandpa?

What are some of the things the little girl in this story

does with her abuelito y abuelita?

How are the things the little girl does with her grandma

and grandpa the same and different from the things

the little girl does with her abuelito and abuelita?

Level 3: Strategic Thinking

Why were grandma, grandpa, abuelito and abuelita at

the little girl’s birthday party?

What do you like to do for your birthday?

Level 4: Extended Thinking

The little girl in this story loves surprises. How do you

feel about surprises?

Grandma, grandpa, abuelito and abuelita are proud of

their families; what are some things that make you

proud?

VII. Sample Weekly Plan

On the following pages you will find a sample

weekly lesson plan. Use the additional information

included in the unit to create detailed weekly plans

for each focus question in the unit. Plans will reflect

individual schedules, students’ and families’ needs,

school context, etc. Please note, for this unit we are

introducing the daily schedule and rules

development in Week Two. You may want to

address one or both of these activities in Week One,

depending on your children’s needs.

Quick Tips for Small Group:

1. Use exciting language and affect to

describe the small group activity.

2. Use hands-on materials that children are

encouraged to explore.

3. Preview small group activities in whole

group.

4. Link the activity to children’s previous

experiences

If children decline…

Have a private conversation with the child as they

play to understand why s/he did not want to join.

Take that into consideration and adjust the small

group materials to reflect the needs of the child.

Modify the small group activity so that you can do it

with the materials that the child is using in the

center of his/her choice.

Facilitate a conversation between the child and a

friend who enjoyed the small group activity so that

the hesitant child will be more likely to join.

WEEK ONE

Essential Question: Who am I and who are the people in my life?

Focus Question: What makes me important and unique?

Focus Vocabulary: alike, audition, curly, dance, different, first name, favorite, individual, interest, important, last name, melody, portrait, prefer, rhythm, same,

self-portrait, short, special, skill, straight, strength, tall, unique, wavy

Week 4

Monday

Tuesday

Wednesday

Thursday

Friday

Greeting Routine

Continue to supply a table with child-sized pencils, crayons or other writing tools, half sheets of paper or large chart paper, and a basket

of name/picture cards for each child (laminated cards with each child’s picture and first name, with the first letter in red). Some children

may still need you to model how to “sign in,” (if family members or caregivers are present, they can help) while others may be ready to

start exploring the first sound in their names. Continue to encourage any mark children make according to each child’s needs but be

ready to help children who are ready for an additional challenge by adding the first letter of their last name or encouraging them to look

closely at the model letters on their name card to improve accuracy. This activity can be done as children arrive or later in the day.

Greet each child as they arrive. Celebrate the children’s arrival with feeling phrases such as, “I feel excited/happy to see you!” This helps

to set a positive tone in the classroom.

Large Group Meeting

In order to reduce the

amount of time that

children spend in large

group and ensure that

children have enough

time to engage in

meaningful play,

teachers should think

strategically about other

large group activities and

whether they are

essential to the day.

Write out the following

poem on large chart

paper. Read it at group

time, pointing to the

text as you read it.

No one else looks the

way I do

I have noticed that it’s

true

No one walks the way I

walk

No one talks the way I

talk

No one plays the way I

play

No one says the things I

say

I am special

I am me

There is no one I would

rather be than me!

Reread the poem several

times throughout the

week.

PK.SEL.2. Recognizes

self as an individual

having unique abilities,

characteristics, feelings

and interests

Sing Head, Shoulders,

Knees and Toes with the

children, encouraging

them to touch each part

of their body as noted

throughout the song. As

children become familiar

with the song, add

another dimension to

the activity by seeing

how fast and/or slow you

can sing the song while

doing the movements.

PK.PDH.2. Uses sensory

information to plan and

carry out movements

Give the children their

name cards. Hold up, or

write, a letter. Ask

children to look at their

name cards, raise their

hand or stand up and say

“I do” if they have that

letter in their name.

PK.ELAL.1. [PKRF.1.]

Demonstrates

understanding of the

organization and basic

features of print

Place two objects (toys

or pictures of objects) on

the floor on either side

of the group space. Ask

children if they prefer

____ or _____ indicating

each. Ask children to

move so they are

standing next to the

object they prefer.

Count the number of

children by each object.

Repeat with an

assortment of other

objects. Alternatively,

children could each have

a block and place it in a

stack next to the object

they prefer.

PK.MATH.1. [NY-

PK.CC.1.] Counts to 20

Share the front covers of

some of the books the

class has read. Each

book should include an

interesting main

character. Help the

children recall a bit

about each main

character. Ask them to

share some of the things

that are special and/or

unique about these

characters. Then invite

the children to share

something important or

unique about

themselves. Chart

children’s ideas under

the heading, “What’s

Important About Me?”

highlighting the name of

each child.

PK.ELAL.7 [PKR.3]

Develops and answers

questions about

characters, major events,

and pieces of information

in a text

Foundational Text

This Is It by Daria Peoples-Riley

Supporting Text

I Like Myself! by Karen

Beaumont

A Boy Like You by Frank

Murphy

I Love My Hair! by

Natasha Anastasia

Tarpley

The Favorite Book by

Bethanie Deeney

Murguia

Daniel’s Good Day by

Micha Archer

Small Groups

Implement at least two

of the three small group

activities per week.

Small Groups

Small groups can be

implemented during

center time or at another

time during the day.

Invite 2-4 children to

participate at a time.

Although children are

typically excited about

the opportunity to work

closely with a teacher,

children may decline the

opportunity to

participate. Each small

group should not exceed

10 minutes in length.

Work with a couple of

groups per day and spend

the remainder of the time

engaging with children in

centers.

LITERACY SMALL

GROUP

Read I Like Myself! by

Karen Beaumont. After

reading, invite the

children to share

something that they like

or is very important to

them and why. Invite

children to record their

ideas through their own

writing, drawing a

picture or dictation.

PK.AC.6. Demonstrates

their ability to represent

ideas using a variety of

methods

Write children’s initials

below:

Group 1:

Group 2:

Group 3:

MATH SMALL GROUP

Sing, “Bubble Gum,

Bubble Gum in a Dish”

with the children. Tell

them you wish to have

__ (number less than 10)

pieces of bubble gum.

Use counters to

represent pieces of

bubble gum and put

them in a small dish in

front of you. Ask the

children to put the same

number of pieces of

bubble gum in their dish

as you put in yours.

Invite each child in the

group to have a turn to

be the leader. Be sure

the children empty their

bowls between turns.

PK.MATH.4a. [NY-

PK.CC.4a.] Answers

counting questions using

as many as 10 objects

arranged in a line, a

rectangular array, and a

circle. Answers counting

questions using as many

as 5 objects in a scattered

SMALL GROUP #3

Self Portraits

(Foundational Learning

Experience) Invite

children to observe their

faces in a mirror. Provide

paper and writing

utensils for them to

draw what they see.

Encourage them to look

carefully at their faces

and consider how to

illustrate the features

and details they see.

PK.ARTS.16. [VA:Cr1-

3.PK] Creates Visual Arts

See page 42 for lesson

plan

Write children’s initials

below:

Group 1:

Group 2:

Group 3:

Between Monday and

Thursday, implement

two to three small group

activities.

Write children’s initials

below:

Group 1:

Group 2:

Group 3:

Group 4:

Group 5:

CATCH-UP DAY

Use this as an

opportunity to complete

small groups with

children you may have

missed throughout the

week.

Children to work with

today (initials):

Group 4:

Group 5:

configuration (e.g., how

many ____ are there?”)

Write children’s initials

below:

Group 1:

Group 2:

Group 3:

Group 4:

Group 5:

Group 4:

Group 5:

Outdoors

See Section IV, Ideas for Learning Centers.

Lunch

Talk with children about the food they eat with their families. What foods do their families enjoy? Are there foods their families do not

enjoy? Do they ever have special foods for special occasions? Share these experiences.

Centers

See Section IV, Ideas for Learning Centers.

Opportunities for

differentiation and

To be completed as needed by teachers.

integration of goals for

children with IEPs

Differentiation for

children whose home

language is a language

other than English.

To be completed as needed by teachers.

VIII. Student Work Samples

Below are examples of student work from

activities in this unit. Note the alignment to

standards and the relationship to the focus

question and NYSPLS standard. Some examples

may fit under more than one standard and/or

focus question.

Example 1: Self-Portrait

Activity Type: Small Group

NYSPLS Standard: PK.SCI.5. [P-LS1-2.] Participates in investigations to determine how familiar plants and/or

animals use their external parts to help them survive in the environment

“This is me. I am smiling but you can’t see my

teeth. My hair is almost to my eyes.”

Example 2: Classroom Cookbook:

Family Recipes

Activity Type: Culminating Experience

NYSPLS Standard: PK.ELAL.4. [PKRF.4.] Displays

emergent reading behaviors with purpose and

understanding

IV. Supporting Resources

Teacher Texts

Keepsakes: Using Family Stories in Elementary

Classrooms by Linda Winston

Unsmiling Faces by Lesley Koplow

The War Play Dilemma: What Every Parent and

Teacher Needs to Know (Early Childhood Education

Series) by Diane E. Levin, Nancy Carlsson-Paige

Rethinking Early Childhood Education Edited by

Ann Pelo

Teacher Websites

Children’s Museum of the Arts New York

http://cmany.org/

Brooklyn Children’s Museum

http://www.brooklynkids.org/

Teaching Tolerance

http://www.tolerance.org/kit/starting-small

Music: Songs with Lyrics

These are common preschool songs sung by

teachers throughout New York City and the world.

Where possible, tunes and lyrics are included. If you

don’t know the tune, you can make one up that

works for you or chant the words to a beat.

Disclaimer: the lyrics provided are only for use by

classroom teachers and are provided for the specific,

non-profit educational purpose of supporting

interdisciplinary learning in your classroom.

The More We Get Together

The more we get together,

Together, together,

The more we get together,

The happier we’ll be.

Cause your friends are my friends

and my friends are your friends.

The more we get together, the happier we’ll be.

__________________________________________

When I am _______

When I am sad, I feel like crying (rub eyes)

When I am proud, I feel like trying (head held high)

When I feel curious, I want to know (look up,

wondering)

When I'm impatient, I want to go! (cross arms, tap

foot)

When I feel angry, I look this way (angry look)

When I feel happy, I smile all day (big smile)

When I am puzzled, I make a shrug (shrug shoulders)

When I feel loving, I want to hug (hug yourself).

I am Special

I am special,

I am special (point to self)

Take a look

Take a look!

Someone very special

It is me It is me!! (Point to self)

Tune, Frere Jaques

Diddle, Diddle, Dumpling

Diddle, diddle, dumpling

My son, John

Went to bed With his trousers on

One shoe off And one shoe on!

Diddle, diddle, dumpling

My son, John!

Join Our Circle

I am waiting I am waiting

For all my friends

To come and join our circle

Sit right down

Sit right down.

In Spanish:

Estoy esperando

Para todos mis amigos

Vengan y júntense en nuestro circulo

Siéntense

Siéntense.

I Like to Come To _____

I like to come to (class/program name/type)

With all the other boys and girls

I like to come to (class/program name/type)

Because (name) will be there,

and (name) will be there

(Keep on till you've named everyone)

And we're so glad that we're all here.

Tune, The Farmer in the Dell

Additional Song Titles

Friends, Friends, 1,2,3

Head, Shoulders, Knees and Toes

Hickety, Pickety Bumble Bee

If You’re Happy and You Know It

Sammy

Under One Sky

X. Foundational Learning Experiences: Lesson Plans

Documentation: Based on the Focus Question, Objective, and Focus Standard as well as the Authentic Assessment items, teachers will determine what they hope to

see children do in an activity. They should take notes as children are working to record the skills and growth children demonstrate. For the lesson plans included in this

unit, a note-taking form is included. Please note the NYSPLS standards and assessment items listed in each lesson plan. Keep in mind that you may be addressing

additional assessment items and standards.

Lesson: Self-Portraits

Type: Small Group Activity

Unit of Study: All About Us

Focus Question: What makes me special?

Objective: Children will look critically at themselves, noting details in their appearances.

NYSPLS Focus Standard:

PK.SCI.5. [P-LS1-2.] Participates in investigations to determine how familiar

plants and/or animals use their external parts to help them survive in the

environment

Additional NYSPLS Standard:

PK.SEL.1. Regulates responses to needs, feelings and events

Link to Authentic Assessment Systems

WWS: VI.A.3: Uses a variety of art materials for tactile experience and

exploration

TSG: 33: Explores the visual arts

COR: X: Art

Materials:

Mirrors, paper, drawing utensils (pencils, crayons, markers, etc.)

Vocabulary:

curly, favorite, portrait, self-portrait, short, special, straight, strength, tall,

unique, wavy

Procedure:

Hook: Show children drawings of a couple of children’s faces (consider using an online search engine to find pencil drawings of children’s faces).

Beginning:

Tell children people drew these pictures, or portraits (a picture drawing or painting of a person), with pencils. They looked at children and drew what they

saw.

Ask children to look carefully at the pictures of the faces. What features do they notice on all of the children? Do they see eyes? Noses? Mouths? Ears?

Eyebrows? Etc.

Middle:

Invite children to look at themselves in the mirror. What do they see? What features do they notice on their own faces? Where are their eyes? Noses?

Mouths? Ears, Eyebrows? Etc. What do they notice about their features? What shapes are they?

Reflect with the children on why these features are important. What do eyes do? Noses? Mouths? How could they draw these features?

End:

Remind children that a portrait is a picture drawing or painting of a person. Follow up by asking what they think a self-portrait is. If they are unable to

answer correctly, share that this is what they are going to do today: make a portrait of themselves.

After looking in the mirror and discussing their own features, ask children to draw their own face.

Encourage children to include the details they noticed and discussed when they looked in the mirror.

Invite the children to dictate their thoughts about their self-portraits to you with prompts such as, “Tell me about your self-portrait.”

Assessment: What facial features does the child include in his/her self-portrait?

Differentiation: Consider multiple entry points for all children to be successful. How do I/we plan to meet individual student needs? For exam ple, repeat

directions, extend time, adapt materials, preview questions, and provide 1:1 support.

For children who need additional support: Help children focus on one or two facial features and ask questions about these features.

For children who are ready for a challenge: Invite children to explore different expressions. Suggest an emotion and have children use their faces to

express the emotion. What do they notice about their mouths, eyes, eyebrows, etc.? Can they draw their faces making these expressions? When might

they experience these emotions?

Children with IEPs: How will I incorporate individual children’s IEP goals into this lesson? What specific accommodations or modifications will I make? How

will I collaborate with SEIT and/or related service providers?

Children whose home language is a language other than English: What language is needed to understand the lesson and activity instructions and to

participate in the activity and discussion?

Point to your own facial features and identify them by their names when you discuss them with the children.

Teacher Tip:

If possible, supply a mirror for each child. Children can also share mirrors or use one from dramatic play center.

Celebrate the appearance of each child in the class and the people in the pictures that you show. This is an opportunity to dispel stereotypes and promote

positive self-image.

Teacher Reflection: What went well? Why? What will I do differently given what I have learned from observing children during this activity? Which children

needed differentiation during this activity and how will I meet their needs moving forward?

Assessment Opportunity

Large Group Experience: Self-Portraits

Child’s name

Notices

Includes in portrait

Notes

NYSPLS Focus Standard:

PK.SCI.5. [P-LS1-2.] Participates in investigations to determine how familiar plants

and/or animals use their external parts to help them survive in the environment

Authentic Assessment Alignment:

WSS: VI.A.3: Uses a variety of materials for tactile experience and exploration

TSG: 33: Explores the visual arts

COR: X: Art

Child’s name

Notices

Includes in portrait

Notes

Lesson: Feelings Chart

Type: Whole Group Activity

Unit of Study: All About Us

Focus Question: What feelings do I have and why?

Objective: Children will begin to understand emotions and why they might experience different emotions.

NYSPLS Focus Standard:

PK.SEL.1. Regulates responses to needs, feelings and events

Additional NYSPLS Standard:

PK.SEL.2. Recognizes self as an individual having unique abilities,

characteristics, feelings and interests

Link to Authentic Assessment Systems:

WSS: I.A.I: Demonstrates self-confidence

TSG: 29: Demonstrates knowledge about self

COR: D: Emotions

Materials:

Pictures of 4-10 real people making various expressions displayed on a large

piece of paper or poster board. Consider using the pictures from Unit One to

create the chart.

Consider the specific needs of the children in the class when determining

how many and which expressions to include, but be sure to include an “I

don’t know” option on the chart.

Vocabulary:

afraid, angry, confused, ecstatic, excited, feelings, frustrated, gloomy, grumpy,

happy, mad, nervous, sad, scared, shy, silly, surprised, worry

Procedure:

Hook: Make various facial expressions or show pictures of people making various expressions.

Beginning:

Make one expression or show a picture of someone making one expression. Ask the children what feelings they think you (or the person in the picture) may be

feeling and why?

Ask children if they have ever experienced this emotion. What made them feel that way?

Middle:

Show the children the chart. Point to the expressions on the chart and say the name for that feeling and ask, or give, an example of when they might feel that

way.

Invite children to refer to the chart when they arrive at school in the morning to identify how they are feeling and may revisit it throughout t he day if their feelings

change as they work and play.

End:

Give children a moment to think about how they are feeling.

Ask them to share with a partner which expression on the chart best identifies how they are feeling now.

Assessment: What emotions is the child able to identify? Is the child able to connect their own feelings to the pictures on the chart?

Differentiation: Consider multiple entry points for all children to be successful. How do I/we plan to meet individual student needs? For example, repeat

directions, extend time, adapt materials, preview questions, and provide 1:1 support.

For children who need additional support: Consider creating an individual chart for each of these children.

For children who are ready for a challenge: Invite children to think of additional feelings to add to the chart.

Invite children to suggest colors that represent the various feelings on the chart.

Ask children how they could help make a friend feel better if a friend is feeling upset, sad, angry, mad, etc.

Children with IEPs: How will I incorporate individual children’s IEP goals into this lesson? What specific accommodations or modifications will I make? How will I

collaborate with SEIT and/or related service providers?

Children whose home language is a language other than English: What language is needed to understand the lesson and activity instructions and to participate

in the activity and discussion?

As you discuss each emotion, model making that expression and invite children to do the same.

Teacher Tip:

There are many different ways to create a feelings chart. Consider the children and needs specific to your class and adapt as necessary. Some teachers prefer to

use a pocket chart and picture cards for this activity or add Velcro to the back of children’s names so they can put their names on the chart.

Children experience a wide range of emotions; when children share the way they feel it is important to validate their emotion s. Sometimes children are drawn to

one picture and repeatedly use that to describe how they are feeling. Observe children’s choices and consider group or individual conversations to expand each

child’s ability to notice and identify with multiple feelings.

Teacher Reflection: What went well? Why? What will I do differently, given what I have learned from observing children during this activity? Which children

needed differentiation during this activity and how will I meet their needs moving forward?

Assessment Opportunity

Small Group Experience: Feelings Chart

Child’s name

Identifies emotions

Connects own feelings to those on

chart

Notes

NYSPLS Focus Standard

PK.SEL.1. Regulates responses to needs, feelings and events

Authentic Assessment Alignment

WSS: I.A.I: Demonstrates self-confidence

TSG: 29: Demonstrates knowledge about self

COR: D: Emotions

Child’s name

Identifies emotions

Connects own feelings to those on

chart

Notes

Lesson: Job Chart

Type: Whole Group Activity

Unit of Study: All About Us

Focus Question: What makes my class important and unique?

Objective: Children will begin to understand the importance of jobs both in and out of the classroom.

NYSPLS Focus Standard:

PK.SOC.3. Demonstrates an understanding of roles, rights, and responsibilities

Additional NYSPLS Standard:

PK.SEL.2. Recognizes self as an individual having unique abilities,

characteristics, feelings and interests

Link to Authentic Assessment Systems:

WSS: V.B.2: Identifies some people’s jobs and what is required to perform

them

TSG: 3a: Balances needs and rights of self and others

COR: FF: Knowledge of self and others

Materials:

Chart paper and markers

Pictures of various classroom jobs

Chart with means for children to insert/attach picture card with name to

each job

Picture cards for each child that include the children’s names.

Vocabulary:

community, friends, kind, manners, polite, respect, teamwork, together

Procedure:

Hook: Ask children what would happen if you stayed home and did not come to the classroom tomorrow and no other adults came either. What would

they do all day? Who would teach them? Who would help with mealtime? Who would help with jackets, et c?

Beginning:

Discuss what jobs are, what your job is as the teacher and why people have jobs. Discuss some of the jobs children may be familiar with (i.e. teacher,

cashier, mail carrier, etc.) and the jobs of their family members.

Middle:

Invite children to think about what things they do in the classroom that are helpful. Chart the responses.

Help children narrow in on the jobs that best lend themselves to classroom helpers. Select these jobs for the job chart. If you already have a job chart,

compare the list the children created to the existing chart. Are there jobs you should change? Discuss this with the children and modify the chart as

necessary.

End:

For classrooms creating a new job chart: Demonstrate how the job chart works and where you will post it in the classroom.

For classrooms modifying an existing job chart: Discuss the changes you made to the chat and when the new jobs will go into effect.

Assessment: Does the child show interest in the jobs of their family members and/or community helpers? What does the child share about the job of a

parent, relative or neighbor?

Differentiation: Consider multiple entry points for all children to be successful. How do I/we plan to meet individual student needs? For exam ple, repeat

directions, extend time, adapt materials, preview questions, and provide 1:1 support.

For children who need additional support: Create additional opportunities for children to learn about their job, for example by modeling it for them.

For children who are ready for a challenge: Extend the discussion on jobs to include children’s thoughts on the types of jobs they might like to have when

they are older.

Children with IEPs: How will I incorporate individual children’s IEP goals into this lesson? What specific accommodations or modificat ions will I make? How

will I collaborate with SEIT and/or related service providers?

Children whose home language is a language other than English: What language is needed to understand the lesson and activity instructions and to

participate in the activity and discussion?

Show some of the materials/supplies needed for different jobs to the children as you discuss them.

Teacher Tip:

Consider how many jobs will be manageable for the classroom and how frequently the jobs will change. Consider a weekly rotation so that children have

the opportunity to do their jobs several times before changing.

Be sure the name cards for each child include their written names as well as a picture as this is an opportunity for children to make connections between

their written and spoken name.

Teacher Reflection: What went well? Why? What will I do differently, given what I have learned from observing children during this activity? Which

children needed differentiation during this activity and how will I meet their needs moving forward?

Assessment Opportunity

Whole Group Experience: Job chart

Child’s name

Shows interest in jobs

What did they share about the job of a

parent, relative, or neighbor?

Notes

NYSPLS Focus Standard

PK.SOC.3. Demonstrates an understanding of roles, rights, and responsibilities

Authentic Assessment Alignment

WSS: V.B.2: Identifies some people’s jobs and what is require to perform them

TSG: 3a: Balances needs and rights of self and others

COR: FF: Knowledge of self and others

Child’s name

Shows interest in jobs

What did they share about the job of a

parent, relative, or neighbor?

Notes

Lesson: Family Books

Type: Family Engagement (Introduced in Whole Group)

Unit of Study: All About Us

Focus Question: What makes my family important and unique?

Objective:

Children will understand that families differ yet each is special, important and unique.

NYSPLS Focus Standard:

PK.SOC.2. Demonstrates and awareness and appreciation of their own culture

and other cultures

Additional NYSPLS Standard:

PK.SOC.6. Develops an understanding of how people and things change over

time and how to relate past events to their present and future activities

Link to Authentic Assessment Systems:

WWS: V.B.1: Begins to understand family needs, roles and relationships

TSG: 29: Demonstrates knowledge of self

COR: FF: Knowledge of self and others

Materials:

Personal books created by teaching staff about their own families

Blank book for each child

Vocabulary:

adopted, aunt, big, brother, cousin, culture, family, father, grandfather,

grandmother, mother, older, siblings, sister, small, together, uncle, younger

Procedure:

Hook: In advance, teaching staff create books about their own families. Share a teacher book with the children.

Beginning:

Ask children recollection questions from the book such as, “How many people are in my family?” “What is something special my family likes to do

together?” or “Where does my family live?”

Middle:

Tell children they get to make their own family books with their families at home.

Ask children to start thinking about what special things they would like the class to know about their families.

End:

Read the books aloud as children return them.

LATER: When children return their books to school, place the books in the classroom library for children to read independently. Children who did not create

books with their families can make a book in the writing center with support from teaching staff.

Assessment: Does the child identify as a member of a family? What family members, family characteristics, and functions do they share?

Differentiation: Consider multiple entry points for all children to be successful. How do I/we plan to meet individual student needs? For example, repeat

directions, extend time, adapt materials, preview questions, and provide 1:1 support.

For children who need additional support: Highlight a couple of pages from the teacher family book rather than reading the whole book. Preview the

book 1:1 with these children.

For children who are ready for a challenge: Invite these children to reread their books to a friend.

Children with IEPs: How will I incorporate individual children’s IEP goals into this lesson? What specific accommodations or modifications will I make? How

will I collaborate with SEIT and/or related service providers?

Children whose home language is a language other than English: What language is needed to understand the lesson and activity instructions, and to

participate in the activity and discussion?

Invite families to create their books in their family’s home language or include words from their home language in the books.

Teacher Tip:

Books for children can be made from half sheets of paper stapled together, a file folder with sheets of paper inserted or any other blank book available.

Send home blank books along with guidance around things families might want to include in their books such as members of the family, things the family

likes to do together, family traditions, etc.

Some children may not make a book with their family. Have supplies and an adult in the writing center during center time for children who did not make a

book with their families but would like to.

Additionally, to encourage family participation, have the book materials available at a time when families will be on site such as at a family event, family

night or parent teacher conferences and invite families to make a book at that time.

Teacher Reflection: What went well? Why? What will I do differently given what I have learned from observing children during this activity? Which children

needed differentiation during this activity and how will I meet their needs moving forward?

Assessment Opportunity

Family Engagement/Whole Group Experience: Family Books

Child’s name

Identifies as a member of a family

Family members, characteristics, and

functions shared

Notes

NYSPLS Focus Standard

PK.SOC.2. Demonstrates and awareness and appreciation of their own culture and

other cultures

Authentic Assessment Alignment

WSS: V.B.1: Begins to understand family needs, roles and relationships

TSG: 29: Demonstrates knowledge about self

COR: FF: Knowledge of self and others

Child’s name

Identifies as a member of a family

Family members, characteristics, and

functions shared

Notes

XI. Appendices

Appendix A

Slime Recipe

Ingredients:

½ cup non-toxic glue

½ cup water

Several drops food coloring

½ cup non-toxic liquid starch

Directions:

Mix water and glue really well until thoroughly combined.

Add color.

Pour ½ cup liquid starch into a separate bowl.

Slowly mix the glue/water mixture into the starch with a spoon being careful to add all of the glue.

Mix with hands for a short time until the slime is formed.

Store in a clean and dry container.

Possible emotion-color combinations:

Joy: yellow

Love: pink

Anger: red (use a lot of food coloring so the slime does not look pink)

Sadness: light blue

Grumpy: green

Curious: orange

Fear: Purple

Appendix B

Fingerprint Cookies

Ingredients:

¾ cup all purpose flour

¼ tsp baking powder

¼ tsp baking soda

¼ cup white sugar or other sweetener

½ tsp vanilla extract

1 ½ tablespoons milk

¼ cup butter

1 tsp fruit preserves

Directions:

Preheat oven to 325˚F.

Combine dry ingredients and mix well.

In separate bowl, melt butter then stir in vanilla and milk.

Pour dry ingredients into the wet ingredients and mix again.

Form dough into balls. Invite children to push a finger into a ball.

Fill each fingerprint with fruit preserves.

Bake for 9 minutes.

The cookies will look underdone when removed from the oven. Let cool for 5 minutes before

touching.