TS EDR Digital Sampler - Flipbook - Page 17
You’re
Looking
Inside:
Opportunities for investigative
learning experiences
Containers Investigating the Topic
Vocabulary
Moments
English: on, off, lid
Spanish: poner, quitar, tapa
Emphasize using the words on, off, and lid as you ask questions and make comments about
how the children explore the boxes and lids.
“Malik, I see you are putting the lid on the shoebox. Can you put the lid on? Which lid will you
put on next?”
“Hattie, what are you holding? You are holding a lid. The lid goes on and off, on and off.”
Most two-year-old children can identify and name familiar objects, such as containers
and lids. Modeling and frequently using vocabulary related to common objects (e.g.,
saying on and off as you place a lid on and take a lid off of a container) supports children’s
understanding of an object’s use and function. For more information on children’s
vocabulary development, refer to Objective 9, “Uses language to express thoughts and
needs,” in Volume 3: Objectives for Development & Learning.
Building on the
Investigation:
Engaging in
Discovery
• Display three boxes with lids that are
different shapes, colors, or sizes.
• Mix up the lids and boxes and encourage
the children to match the lids to the correct
container.
Additional embedded coaching and support
Connections to The Creative Curriculum®
Foundation Volumes
• Invite the children to demonstrate
actions to include in the song.
• Describe the containers and lids as the
children match them: “That container is
square and blue. I wonder what lid goes
on it. You are trying the blue lid. The blue
container with the blue lid. Does it fit?”
• Vary the speed and tempo of your
song and actions.
187
I Can Move!
Objective 4
Demonstrates traveling skills
Related Objectives: 2c, 8a, 11a, 34, 35
What You Do
1. Sing the following to the tune of “This
Old Man.”
I can [march],
I can [march],
I can [march] around the [room].
Let’s [march] together.
Our [marching] has begun!
We’re [marching] till the song is done!
2. Repeat the song, inviting the children to
do different movements, e.g., jump, gallop,
crawl.
Guiding Your
Observations
How did the child use his hands to take the lids off and put them back on the containers? (7a)
See page 18
How did the child watch as you problem-solved opening and closing the containers? Did she
imitate any of the strategies you used? (11c)
The Creative Curriculum for Infants, Toddlers & Twos Intentional Teaching Experiences
®
More Blocks
M38
Playing With Toys
Objective 20
Uses number concepts and operations
b. Quantifies
What You Do
Daily Experience
Opportunities
Going Outdoors
• Use Mighty Minutes 187, “I Can Move!”
Background: Building with blocks allows children to
experiment withusing materials that are familiar to
them. Give children time to build for as long as they
wish. Their ability to sustain attention will grow as
they explore what they can do with toys.
Materials: collection of classroom blocks
Enjoying Stories and Books
• Use Intentional Teaching Experience M28, “Counting Books.”
Related Objectives: 2a, 7a, 8a, 11b, 20a
1. Display a few blocks, leaving the remaining blocks in a
container or on the shelf.
2. Demonstrate for the children how to build a structure
using blocks. Use self-talk to describe your actions.
Include number words in your description. Model using
all of the blocks and getting more.
“I wonder what I can build with these blocks. I know! I will
build a house with them. I am going to put these two blocks
next to each other and then put one block on top. Hmm,
that was all of the blocks. I need more blocks to build my
house. I will get a few more.”
3. Give each child a few blocks to explore and build with.
Encourage the child to ask for more blocks as needed.
“What can you make with these blocks, Asia? Oh, you are
going to make a house, too? How many blocks do you need?
Let’s count them together: one, two, three! How many more
do you need?”
Including All Children
• Provide soft blocks for the children to
explore.
• Invite the children to build with blocks on
the floor or a table.
• Use blocks in contrasting colors that are
easier for the children to identify.
• Use parallel talk to explain the children’s
actions in real time to increase
vocabulary and comprehension.**
• Invite the children to count the blocks in
their first language.**
4. Continue the experience for as long as the children
are interested.
See page 22
During your daily experiences, consider using the following individual or small-group activities:
Playing With Toys
• Intentional Teaching Experience M38, “More Blocks”
Teaching Sequence
RED
RED
ORANGE
Connecting With Music and Movement
• Mighty Minutes 127, “Disappearing Scarves”
Sit with a child in your lap. Offer the child a small block that she can hold with one hand and
observe how she grasps it. Offer the child another block to hold in her other hand.
Questions to Guide
Your Observations
“Would you like a block, Kristina? You are holding one block. Would you like another one? One, two. You are
holding two blocks now.”
• How did the child quantify the number of
Emphasize the concepts of one, two, and more as you explore blocks with the child.
• In what ways did the child persist while
blocks used throughout the experience?
(20b)
“I am going to give you one more block to play with, Carissa. Here it is! Do you want more?”
building with blocks? (11b)
• To which number was the child able to
ORANGE
Notice how the child requests more blocks to build with.
YELLOW
“Oh, Makay, you said that you need more blocks. Here are two more blocks. Can you add them to your
structure?”
GREEN
count? (20a)
Support the child to count the number of blocks he has before adding more to his structure.
Related LearningGames®
• 76. Show One and Two
“Let’s count how many blocks you have before you add more to your tower! One, two, three. You have three
blocks! Here are two more you can add.”
GREEN
As the child builds, ask her to identify the amount of blocks that she has used up to five.
“I see that you have one, two, three blocks holding up your spaceship! How many blocks did you use for the
rest? Yes, you counted five blocks!”
See The Creative Curriculum® for Infants, Toddlers & Twos, Volume 3: Objectives for Development & Learning for the progression of development
beyond the green colored band for this objective and dimension.
Reflecting on
the Day
• Describe where you hid the scarf
using positional words, e.g., behind
my back, under my arm.
• Adapt the activity to use other
materials, e.g., bean bags, blankets,
egg shakers.
Share the Sharing Thoughts About the Value of Toys letter (chapter 11 in Volume 2: Routines
and Experiences) with families.
Disappearing
Scarves
© 2020 Teaching Strategies, LLC • TeachingStrategies.com
Objective 8
127
Listens to and understands increasingly complex
Which children needed more support to put the lids on the containers or to match a lid to the
correct container? How can you support those children individually as they explore opening
and closing containers throughout the investigation?
language
b. Follows directions
Related Objectives: 2c, 7a, 8a, 11a, 21a
What You Do
1. Give the children scarves.
2. Sing the following to the tune of “Row,
Row, Row Your Boat.”
Wave, wave, wave your scarves.
Wave them in the air.
Watch them spin and watch them flow.
On no! Where did they go?
3. Encourage the children to hide their
scarves at the end of the song and then
reveal where they hid them.
See page 19
The Creative Curriculum® Studies for Twos
27
Connections to The Creative Curriculum®
Foundation Volumes
15
