TS EDR Digital Sampler - Flipbook - Page 19
You’re
Looking
Inside:
Containers Investigating the Topic
Building on the
Investigation:
Imitating and
Pretending
Guiding Your
Observations
• Provide the children with different types
of hinged take-out containers and pretend
food.
• Invite the children to open and close the
containers as they explore them.
• As you explore the containers with the
children, model how to pack a pretend lunch
in one of them: “Here is my lunchbox. I am
going to pack a yummy lunch. I’ll open the
box and put an apple and some macaroni
and cheese inside. Now I will close my
container. Would you like to pack a lunch,
too?”
Questions to guide observations
and assessment data
How did the child explore the containers and other materials with or near other children? (2c)
How did the child imitate your actions while exploring the containers and pretend food? (14b)
• Complete this activity in the
classroom using a variety of items,
e.g., balls, blocks, different kinds of
paper, fabric scraps, pom-poms.
Daily Experience
Opportunities
• Invite the children to describe the
color of the items.
Going Outdoors
• Use Mighty Minutes 143, “How Does the Grass Feel?”
143
How Does the
Grass Feel?
Objective 9
Uses language to express thoughts and needs
Enjoying Stories and Books
• Use Book Conversation Card 27 and the corresponding Highlights Hello™ book.
• Choose one story, game, poem, or song to share with the children.
• Review the “Guidance for Sharing With Twos” and use one or two strategies as you read with
the children.
a. Uses an expanding expressive vocabulary
Related Objectives: 8a, 9b, 10a, 26
What You Do
1. While outdoors, invite the children to
touch a variety of different natural items,
e.g., grass, trees, sand, leaves, sticks, rocks.
See page 20
2. Ask, “How does it feel?”
3. Support the children to describe the
texture of the items using words, e.g.,
rough, smooth, cold, wet, bumpy, soft.
During your daily experiences, consider using the following individual or small-group activities:
Any Experience
• Intentional Teaching Experience M03, “Everyday Patterns”
27 Highlights Hello
™
Tasting and Preparing Food
• Mighty Minutes 164, “Wash Your Hands”
What I Like
Playing Ball
Flying High
Encourage families to do the following:
• Invite the children to hold a favorite
item as you share the story.
• Add hand and body movements to
animate the song as you sing. Encourage
the children to perform the actions with
you.
• Invite the children to point out familiar
items in the illustrations. Expand on
their observations by adding more
details: “Yes, there is a yellow butterfly
flying by the tree.”
• Act out the story “Flying High” with
their children by using their children’s
names in the story and following the
movements.
• Encourage the children to name
anything they recognize in the
illustrations. Expand on the children’s
observations: “Yes, there is a baby. He is
smiling at his mommy. Do you see any
more babies in the pictures?”
• Replace Mama in the last line of the
story with the child’s name, and offer
him a hug after you read.
Reflecting on
the Day
Share LearningGames 88, “In, Out, and Around,” with families.
• Show the children their family photos,
and ask them to name familiar people.
Which children were most engaged in the imitating and pretending experience? What props or
other pretend materials can you offer for them to explore?
• After reading, ask, “What do you like
to play with?” and invite the children
to choose items in the room they like.
Encourage the children to name and
talk about the items they choose.
• Emphasize the rhyming word pairs
ball /hall and do /you.
• After reading, invite the children to
experiment with rolling a variety of
balls. Compare the balls as the children
play: “Wow, that is a big beach ball! Is it
easy to roll? What about this little table
tennis ball? How can you roll this one?”
• After reading, invite the children to
join you in the activity on Intentional
Teaching Card P18, “Roll It to Me!”
Find It
• Say, “What do you see in this picture?
Yes, there is a banana. What other foods
do you see?”
• Say, “Let’s look at the picture. There
are one, two, three things to find.”
Encourage the children to name the
objects on the “Find It” page.
The Creative Curriculum® for Infants, Toddlers & Twos Book Conversation Cards™
Sharing With Families
Guidance for Sharing With Twos
• Play a game of “Roll the Ball” with their
children after reading “Playing Ball.”
• Point out pairs of objects in the
illustrations: “I see two blue birds, two
pink shoes, and two blocks. And there
are one, two of us reading the story
together!”
• Talk with their children about things
they like, such as special people or toys
after reading, “What I Like.” If possible,
invite families to bring in pictures of the
special people in their children’s lives to
share when reading the poem.
• Emphasize key words in the story such
as up, down, whee, and again, and
encourage the children to repeat these
words.
My Puppy
• Offer the children a small stuffed puppy
to hold as you read.
• Encourage the children to point to the
puppy on the page as you read the word
puppy.
• Encourage the children to tell you
what comes next during handwashing
routines.
• Point to each illustration and ask,
“What is the puppy doing?”
• Offer the children a hug at the end of
the story.
• Display a sign with words and
pictures that shows each step in the
handwashing routine. Refer to the
song.
• Invite the children to imitate the actions
of the puppy.
© 2017 Teaching Strategies, LLC.
• TeachingStrategies.com
sign
as you sing the
Cover image and Highlights Hello™ copyright © 2015 Highlights for Children, Inc.,
Columbus, Ohio. All rights reserved. Used by permission.
Wash Your Hands
Objective 1
164
See page 26
Regulates own emotions and behaviors
c. Takes care of own needs appropriately
Related Objectives: 8a, 8b, 17b
What You Do
1. Sing the following to the tune of “The
Farmer in the Dell” during handwashing
routines.
You [wet your hands with water].
You [wet your hands with water].
When it’s time to wash your hands
You [wet your hands with water].
2. Sing additional verses of the song using
other parts of handwashing, e.g., scrub
your hands with soap, rinse your hands
with water, dry them on a towel.
See page 21
Moments for self-reflection
and intentional planning
The Creative Curriculum® Studies for Twos
29
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