Lesson:ThumbsUpTextureExploration

TargetedAudience:Preschoolchildren,alldevelopmentallevels
Objective:Toexpandtherangeofacceptablesensoryexperiencesinvolvingtextures.
Beginlabelingcomfortlevelsduringexperiences.
MaterialsNeeded:
Fabricscrapswithdifferenttextures(fakefur,satin,velvet,corduroy,wooletc.)
Othertextureditems(sandpaper,wood,plastic)
StateStandards:
SpeakingandListeningPreK
SL1CCRAnchorStandard
Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborationswithdiverse
partners,buildingonothersideasandexpressingtheirown(ideas?)clearlyandpersuasively.
Language
L1CCRAnchorStandard
DemonstratecommandoftheconventionsofStandardEnglishgrammarandusagewhenwriting
orspeaking.
L1.fProducecompletesentencesinsharedlanguageactivities.
EssentialSkillsandKnowledge
Withmodelingandsupport,
usestandardEnglishinlanguageactivities
usecompletesentencesinconversations,inresponsetoquestionsandduring
languageexperienceactivities
LessonGoals:
Expandrangeofacceptablesensoryexperiencesinvolvingtextures.(Canbeextendedtomeal
time,freeplay,andwithinothersensoryactivities.)
Beginlabelingcomfortlevelsduringexperiences:verbally,Ilike,orIdontlike;physically,
thumbsuptothumbsdown;orwithpicturecommunicationsystems
Methods:
Talkwithchildrenabouthoweachobjecthasadifferentfeeling.
Giveexamplesofhowtheymayloveordislikeaparticularfeeling,suchasscratchyshirttags,
furrystaffedanimalsetc.
Introduceideaofthumbsupandthumbsdown.Ifphysicallyable,childrencangivethumbsup
forasensoryexperiencetheyenjoy,thumbsdownforthosetheydonotenjoy.Usepictureboard
forpreverbalchildren,orchildrenwithintensephysicalimpairment.
Provideguidedpractice:
Alltouchthesameobject,teachersaysIlikeorIdontlikeandpairswithphysicalthumbs
uporthumbsdown.Pointtocorrectvisualifneeded.

ProvideIndependentPractice:
Extendactivitytomealtimeandactivities.Createopportunitiesforchildrentosaywhetherthey
likeordislikeafood,toyoractivity.Thisactivitycanbeextendedintothehomeaswellatmeal
time,bathtime,gettingdressedhavethechildsaywhethertheyliketheshirtwiththedinosaur
ornot.
Assessment:
Whenprompted,childwillanswer4/5times,(verbally,Ilike,Idontlike;physically,witha
thumbsupordown;orwithavisual)whethertheylikeordislikeandobjectoritem.

Lesson:TireTrackArt
Theme:Transportation
Objective:Aftercompletingtheactivity,thechildrenwillhavepracticedfinemotorskills,
exploredtextureofpaintaswellasrecognizeandlabeldifferentmeansoftransportationandthe
soundsthemake:bus,boat,car,truck,andplane.
Toshowwhatvehicletheywantusingapoint,sign,wordandorpicture.
AHandSITotouchthetoyvehiclehewantswhengiventwo
XBTorequestavehicleusingtwowordcombination.
DA,DavidandDETomakeaverbalrequest.(Topicboardwillbeusedasneeded.)
Tovocalizeusingaminimumofonesoundwhileplayingwiththevehicle.
PostioningEachchildwillbeinachairwithfeetflatonthefloor.
MaterialsNeeded:
Paper
Paint
Smallplatesforpaint
Vehicles
Smocks
Transportationtopicboard
StateStandards:
StandardsforLanguageforPreK:
L1CCRAnchorStandard:DemonstratecommandoftheconventionsofStandardEnglish
grammarandusagewhenwritingorspeaking.
L1.fProducecompletesentencesinsharedlanguageactivities.
EssentialSkillsandKnowledge
Withmodelingandsupport.
UsestandardEnglishinlanguageactivities
Usecompletesentencesinconversations,inresponsetoquestionsandduring
languageexperienceactivities
StandardsforSpeakingandListeningPreK
SL1CCRAnchorStandard:Prepareforandparticipateeffectivelyinarangeofconversations
andcollaborationswithdiversepartners,buildingonothersideasandexpressingtheirownideas
clearlyandpersuasively.
SL4CCRAnchorStandard:Presentinformation,findings,andsupportingevidencesuchthat
listenerscanfollowthelineofreasoningandtheorganization,development,andstyleare
appropriatetotask,purpose,andaudience.
SL4Describefamiliarpeople,places,things,andeventswithmodelingandsupport.

Methods:
Modeldippingthetiresofacarinpaintandrollingthecaronablankpieceofpaper.
Provideverbalandphysicalpromptstochildrenasneeded.
Askeachchildwhatmodeoftransportationtheyareusingtomaketrackswithusingsign,
pictureandorword.Boat,bus,car,truck,plane,train?
Waitforstudenttorespond.Ifstudentdoesnotrespondwithin10sec,labelthemodeof
transportationThemethodwillbedifferentforeachchilddependingwhattheobjectiveis.
Instructorshoulddescribethelookofthestudentstirestracks,aretheybumpy,smooth,jagged?
Describehowthechildisdrivingthecar,truck,trainfast,slow,swerving,straightetc.
IwouldjustusefastandslowsincetheconcepthasbeenalreadyintroducewiththeShakey
Shakeysong
Askstudentswhatsoundeachitemmakes:Whatsounddoesthetrainmake?Insteadofthe
questionyoucansaythetraingoes________
Waitforstudenttorespond.Ifstudentdoesnotrespondwithin10sec,instructormaymakethe
soundChooChoo
Usesoundsthatarefamiliartothestudents.Ex:car/truck/bus:beepbeep;boat:tugtug.
Assessment:
Toshowwhatvehicletheywantusingapoint,sign,wordandorpicture.
Howcanyoumaketheassessmentmoreindividualized?
Studentfollowsstepstomaketiretrackartwithassistanceorindependently.
Studentcorrectlylabelstrainonthefirstattempt2/3times.
Studentcorrectlylabelsbusonthefirstattempt2/3times.
Studentcorrectlylabelscaronthefirstattempt2/3times.
Studentcorrectlylabelstruckonthefirstattempt2/3times.
Studentcorrectlylabelsboatonthefirstattempt2/3times.

Lesson:TireTrackArt
Theme:Transportation
TargetAudience:Twoyearoldchildren,alldevelopmentallevels
Objective:Aftercompletingtheactivity,thestudentswillhavepracticedfinemotorskills,
exploredtextureofpaintanddemonstratedwhattransportationvehicletheywantusingapoint,
sign,wordand/orpicture.
Studentsvocalizeusingaminimumofonesoundwhileplayingwiththevehicle.
AHandSI,willtouchthedesiredvehiclewhengivenachoicebetweentwo.
XB,willrequestavehicleusingatwowordcombination.
DA,DM,andDEwillmakeaverbalrequest,usingthetopicboard.
MaterialsNeeded:
Paper
Paint
Smallplatesforpaint
Vehicles
Smocks
Transportationtopicboard
StateStandards:
StandardsforLanguageforPreK:
L1CCRAnchorStandard:DemonstratecommandoftheconventionsofStandardEnglish
grammarandusagewhenwritingorspeaking.
L1.fProducecompletesentencesinsharedlanguageactivities.
EssentialSkillsandKnowledge
Withmodelingandsupport.
UsestandardEnglishinlanguageactivities
Usecompletesentencesinconversations,inresponsetoquestionsandduring
languageexperienceactivities
StandardsforSpeakingandListeningPreK
SL1CCRAnchorStandard:Prepareforandparticipateeffectivelyinarangeofconversations
andcollaborationswithdiversepartners,buildingonothers ideasandexpressingtheirownideas
clearlyandpersuasively.
SL4CCRAnchorStandard:Presentinformation,findings,andsupportingevidencesuchthat
listenerscanfollowthelineofreasoningandtheorganization,development,andstyleare
appropriatetotask,purpose,andaudience.
SL4Describefamiliarpeople,places,things,andeventswithmodelingandsupport.
HealthyBeginningsCurriculum:
PersonalandSocialDevelopment

C.RelatingtootherChildren
C1.Playalongsideotherchildren
LanguageDevelopment
A. ListeningandSpeaking
A1.Understandquestionsandsimpledirections
A2.Demonstrateactivelistening
PhysicalDevelopment
A. CoordinateLargeandSmallMuscleGroups
A3.Useimprovedeyehandcoordinationtoexploreandmanipulateobjects
Methods:
Modeldippingthetiresofacarinpaintandrollingthecaronablankpieceofpaper.
Provideverbalandphysicalpromptstochildrenasneeded.
Askeachchildwhatmodeoftransportationtheyareusingtomaketrackswith.Responsescan
beintheformofsign,picture,orvocalization.
Waitforstudenttorespond.Ifstudentdoesnotrespondwithin10sec,labelthemodeof
transportation.
Describehowthechildisdrivingthecar,truck,trainfastorslow.
Promptstudentstofillintheblank:Thetraingoes___;Thebusgoes____;Theboat
goes____
Waitforstudenttorespond.Ifstudentdoesnotrespondwithin5sec,instructormaymakethe
soundoftheobjectoftransportation.
Usesoundsthatarefamiliartothestudents.Ex:car/truck/bus:beepbeep;boat:tugtug.
Assessment:
AHandSI,willtouchthedesiredvehiclewhengivenachoicebetweentwoduring2outof3
trials.
AHdidnottouch,orevenreallylookatthecars.Hewasnotinterestedinparticipatingand
begantowhimperwhenhewasprovidedwithhandoverhandhelp.
SIreachedouttoselectacaroneoutofthreetimes.Theothertwotimes,SIlooked
betweentwovehicles.Helookedlongeratoneofthecars,andthenlookedbacktothe
instructorusingeyegazetocommunicatechoice.
XB,willrequestavehicleusingatwowordcombinationonetimeduringthesession.
XBsuccessfullyrequestedmanyitemsthroughouttheactivityusingoneandtwoword
phrases.Hewasprovidedwithavisualchoiceboard,thatcateredtotheactivitytohelp
promotelanguage.
DA,DM,andDEwillmakeaverbalrequesttwotimesduringtheactivity(topicboardwillbe
available)Thethreestudentssuccessfullymetthisgoal.
Eachstudentwillvocalizeaminimumofonesoundwhileplayingwiththevehicle.
NeitherSI,norAHmadeavocalizationwhileholdingorplayingwiththecars.