Creative Curriculum Touring Guide PDF

The Creative Curriculum
for Preschool
Touring Guide
Contents
1 The Creative Curriculum for Preschool

2 The Evolution of The Creative Curriculum for Preschool
4 Product Map
6 Overview

How The Creative Curriculum Works
10
The Creative Curriculum Objectives for Development & Learning

12
How Curriculum and Assessment Are Linked
14
The Creative Curriculum and the Common Core State Standards
16 Curriculum Components

18
The Creative Curriculum for Preschool: Foundation
20
The Creative Curriculum for Preschool: Daily Resources

20 Teaching Guides
22 Intentional Teaching Cards
24 Mighty Minutes
25 Childrens Book Collection
26 Book Discussion Cards
28
Professional Development
30
Family Connections
32
How the Curriculum Supports English Language Development
34 Sample Pages: Balls Study

36
37 Why Investigate Balls?
38 Web of Investigations
40 At a Glance, Investigation 1
44 Day 1, Investigation 1
48 Day 1, Investigation 1: Book Discussion Card
52 Day 1, Investigation 1: Intentional Teaching Cards
58 Day 1, Investigation 1: Volume Excerpt
62 Day 1, Investigation 1: Mighty Minutes
Table of Contents
64 Benefits

Welcome to
The Creative Curriculum for Preschool

Dear Colleagues:
It gives us great pleasure to introduce you to The Creative Curriculum for Preschool, our award-winning research-based
curriculum. The Creative Curriculum for Preschool features exploration and discovery as a way of learning, enabling
children to develop confidence, creativity, and critical thinking skills.
The Creative Curriculum for Preschool is based on 38 objectives for development and learning. These objectives
are fully aligned with the Head Start Child Development and Early Learning Framework and state early learning
standards, and integrated into each and every one of the comprehensive collection of resources that makes up the
curriculum. Educators can be confident that they are meeting important early learning standards every day,
even while bringing their own creativity and expertise into daily planning. Whats more, the curriculum also offers
daily opportunities to individualize instruction by helping teachers meet the needs of every learner, with a particular
focus on English language development.
As many of you may know, The Creative Curriculum has a long, rich history, and has always offered teachers valuable
insight into the most current research and best practices for early childhood education. But it hasnt always offered
the daily support that many teachers need to organize and manage their days intentionally and effectively. Over
the years, weve recognized that most teachers have limited time to plan the range of experiences that make their
classrooms the positive and exciting environments that all children deserve. Thats why our newest curriculum
solution is one that combines The Foundation, five comprehensive knowledge-building volumes, with the Daily
Resources, which offer detailed daily guidance for every day of the year. It helps ensure that all teachers have the tools
they need to be successful, right from the very first days of school.
At Teaching Strategies, we understand why you entered the early childhood profession: to help children succeed,
both in school and in life. We share that vision and hope you enjoy this insiders look at The Creative Curriculum,
our complete solution for effective teaching and successful learning.
Diane Trister Dodge

Founder and President
Kai-le Berke
Vice President, Curriculum and Assessment
The Evolution of The Creative Curriculum for Preschool

Over the years, Teaching Strategies has demonstrated our commitment to innovation by
consistently updating and expanding our offerings and engaging with educators to implement best
practices. In the last 25 years, our curriculum has evolved from a theory of room arrangement to
a comprehensive collection of rich resources that offer moment-to-moment support. Every edition
has always incorporated the most current research on the best ways to help children thrive.
1992
The third edition of The

Creative Curriculum is
published, presenting for
the first time our philosophy,
goals, and objectives for
childrens learning as well as
guidelines for teaching and
working with families.
1978
The first edition of The Creative
Curriculum is bornself-published
by Diane Trister Dodge and based
on using interest areas as a setting
for learning.
1976
Room Arrangement as a
Teaching Strategy was a
precursor to The Creative
Curriculum.
1988
2002
The second edition of The

Creative Curriculum is published,
helping teachers organize their
rooms into interest areas and use
them effectively.
The Creative Curriculum, Fourth

Edition offers a comprehensive
update, resting on a firm foundation
of research and responding to
new requirements for addressing
academic content.
Bilingual
System shown
The fifth edition of The Creative

Curriculum for Preschool includes
five volumes that build teachers
professional knowledge of best
practices, including a volume on
the newly developed objectives for
development and learning.
hi
ie
Te
ac
2010
vatio n
19 88-2
01
25
no

combines the five volumes from the Fifth
Edition (now known as The Foundation) with
a comprehensive collection of daily practice
resources (known as the Daily Resources).
2 5 Ye a r s o
f
In
Today
ng Strateg
Teaching Strategies
celebrates 25 years
as the leader in early
childhood education.

Available as a complete English, Spanish, or bilingual curriculum
The Creative Curriculum for Preschool is a comprehensive, research-based curriculum

designed to help educators at all levels of experience plan and implement a
developmentally appropriate, content-rich program for children with diverse
backgrounds and skill levels.
The Foundation
English, 5 Volumes
Spanish, 5 Volumes
Daily Resources
English, 6 Teaching Guides
Spanish, 6 Teaching Guides
El Currculo Creativo para educacin preescolar: Tarjetas de enseanza intencional
M04
Juguetes y juegos
Tarjetas de nmeros
Objetivo 20
Usa conceptos numricos y operaciones
Qu hacer
Objetivos relacionados: 3, 7, 9, 11
Materiales: juego
de tarjetas con cada nmero y

el nombre impreso en un lado, p. ej., 3 y tres. Del
otro lado, dibuje la cantidad correspondiente con
puntos grandes, p. ej., l l l ; botones u otros
objetos pequeos
1. Invite a los nios a que exploren las tarjetas de
Vocabulary
nmeros. Mustreles el nmero que est en un lado

de la tarjeta. D vuelta a la tarjeta y cuente los puntos
con ellos.
2. Pida a los nios que digan los nmeros que ya saben.
Para incluir a todos los nios
3. Anime a los nios a que usen los dedos, botones u
Use texturas en las tarjetas, p. ej., puntos
otros objetos para contar cada cantidad.
Esta tarjeta tiene el nmero 4. Vamos a darle vuelta.

Puedes ponerle un botn a cada punto?
4. Contine la actividad mientras los nios sigan
interesados. Explqueles que las tarjetas de nmeros
de Velcro. Use colores contrastantes

para el fondo de las tarjetas.
puedan usarlas durante la hora de elegir actividades.
en relieve para que los nios puedan

manipularlos y palparlos.
Est atento a los indicios de que un
nio o nia desea participar, tales

como gestos, movimientos del cuerpo y
expresiones faciales.**
groom
harvest
kneaded
Manages feelings
to make clean and neat
to pick foods such as wheat,

vegetables, and fruit when they are
ready to be picked
(demonstrate action) made or shaped

dough by folding, stretching, and
pressing with your hands
miller
chore
a person who grinds wheat into flour
everyday work or job around the

house or farm
What could Little Red en

Hen
have said Dog, Goose, and Cat did not see
su lengua materna.**
to her friends to let them know she
that Little Red Hen felt bad about not
was disappointed that they wouldnt
getting help when she asked. How can
help her?
you tell when someone feels bad or
disappointed about something?
muss
to make messy
aroma
gossip
to talk about people who arent there

in a hurtful way or share their secrets
hoed
(point to illustration) dug in the

ground using a hoe (a hoe is a tool
used to dig up weeds)
05
The Little Red Hen
The Creative Curriculum for Preschool Book Discussion Cards
Use nmeros y puntos magnticos o
Supporting SocialEmotional Development
estarn en el rea de juegos y juguetes para que
to emotional cues
aprenden una
Invite a los nios que Responds
segunda lengua a que cuenten tambin
a smell
The Little Red Hen

Retold by Bonnie Dobkin
No ones willing to help a hardworking hen as she

plants her wheat but everyone wants the warm
bread she makes later! See how the hen teaches a trio
of exceptionally lazy barnyard friends that good things
come to those who help out.
Secuencia de enseanza
AMARILLO
Use tarjetas con los nmeros del 1 al 3, concentrndose en el lado con los puntos. Presente las
tarjetas una por una a cada nio o nia. Ofrezca la cantidad exacta de objetos que se necesitan
para cada tarjeta.
Esta tarjeta tiene un punto. Puedes ponerle un botn al punto?

Ahora tenemos dos botones. Intentemos ponerle un botn a cada punto que veamos.
VERDE
Muestre a un nio o nia las tarjetas del 1 al 5 y pdale que nombre los nmeros que conozca.
Aqu hay cinco tarjetas con nmeros escritos en ellas. Ves algn nmero que conozcas?
Invtelo a poner un objeto en cada punto mientras los va contando.
Preguntas para guiar

sus observaciones
Hgase las siguientes preguntas al observar
a cada nio o nia:
Cules nmeros reconoci?

Pudo colocar un objeto por cada punto?
Hasta dnde pudo contar con la
correspondencia uno a uno?
Cmo determin la cantidad correcta de

objetos que hacan falta?
Cunto tiempo prest atencin a esta

Pongamos un botn en cada punto. Puedes contarlos mientras lo hacemos?
2010 Teaching Strategies, Inc. TeachingStrategies.com
actividad?
VERDE
Muestre las tarjetas del 1 al 5 con el nmero hacia arriba. Pida al nio o nia que cuente del 1
al 5 a medida que seala cada tarjeta. Pdale que elija una tarjeta, diga el nmero y le d vuelta
para poner la cantidad correspondiente de objetos en los puntos.
AZUL
Empecemos por contar hasta 5. Aqu tienes los nmeros del 1 al 5 mientras cuentas. Puedes
sealar el nmero 1?
AprendamosJugando
Juegos relacionados
El arte de contar
A cul tarjeta le vas a poner piedritas primero?

AZUL
Mezcle las tarjetas y colquelas en una pila. Pida al nio o nia que elija una tarjeta y luego cuente
hasta ese nmero. Invtelo a contar los objetos a medida que va colocando botones sobre la tarjeta.
MORADO
MORADO
Elegiste la tarjeta con el nmero 8. Puedes contar 8 cuentas para ponrselas?

Use las tarjetas del 1 al 20. Forme grupos de 10 a 20 objetos. Pida al nio o nia que cuente y
que elija la tarjeta de nmeros que corresponda a la cantidad de objetos en el grupo.
Cuntos objetos hay en este grupo? Puedes encontrar el nmero que corresponde a esta
cantidad de objetos?
Forme un grupo de ms de 20 objetos. Invite al nio o nia a contar los objetos y a escribir el
nmero que represente esa cantidad.
ITC_Mathematics_Natl_Sp.indd 4
8/25/11 10:48:49 AM
Book Discussion Cards

(22 English, 22 Spanish)
Intentional
Teaching Cards
(201 bilingual cards)
Children's Book Collection

142 Books and 8 Big Books
in English and Spanish.
Complete listing at
TeachingStrategies.com/
ChildrensBooks.
eBook Collection
NO
SEP W SOL
D
ARA
TEL
Y!
Mighty Minutes
Curriculum Guide and

Getting Started DVD
(bilingual)
Classroom and Family

Resources CD-ROM
(bilingual)
Resource Organizer
Individualized. Supportive. Effective.
Curriculum Overview
What is The Creative Curriculum for Preschool?

At Teaching Strategies we believe that the best way to help children
succeed is to teach them to be creative, confident thinkers. That
means offering them opportunities for hands-on exploration and
discovery that help build lifelong critical thinking skills and foster
confidence. The Creative Curriculum for Preschool provides teachers
with the content and tools needed to encourage and support every
type of learner and address all the important areas of learning.
The Creative Curriculum for Preschool is a comprehensive collection of knowledge-building and
daily practice resources that explains the what, why, and how of teaching. What and why
are explained in the five curriculum volumes that comprise The Foundation of the curriculum. They
contain everything you need to know to build and implement a high-quality preschool program.
How is provided by way of step-by-step guidance found in the Daily Resources. These include
Teaching Guides and additional instructional tools that provide a wealth of ideas and detailed plans
for filling every day with meaningful and engaging experiences designed for all children. Special
support helps teachers individualize for English- and dual-language learners in the classroom. Whats
more, the curriculum takes the guesswork out of meeting Head Start Child Development and Early
Learning Framework and early learning standards for each state.
How Does The Creative Curriculum Work?

The Creative Curriculum for Preschool provides both The Foundation and Daily
Resources to create a cohesive curriculum that supports teachers every step of
the way throughout the year. The Foundation is the knowledge base of the
curriculum, with detailed information about the most current research and best
practices in early childhood education. The Teaching Guides offer daily plans
to help teachers provide individualized instruction for every child
and organize and manage every moment of their day, all year long.
The Clothes Study Investigating the Topic
AT A GlAnCE
Investigation 1
What are the features of clothes?

Day 1
Interest Areas
Art: clothing of different sizes
and features
Computer: ebook version of
Goldilocks and the Three Bears
Question of the Day
Day 2
Day 3
Blocks: standard measuring
Day 4
Library: props from
tools, e.g., rulers, yardsticks,

measuring tapes
Art: materials to make
and adult clothes; standard and

nonstandard measuring tools
Make Time For
Day 5
Toys and Games: baby, child,
Outdoor Experiences
thank-you notes
Measuring Tools
After introducing measuring tapes and

rulers during large-group time, bring them
outside for the children to use.
Computer: ebook version of Button,
Button, Whos Got the Button?
What do you know about the

story Goldilocks and the Three
Bears?
Is the tag inside your shirt

marked with a numeral or the
letter S, M, or L? (Have sticky
notes available for answers.)
What shapes do you see on

your clothes?
What size clothes do you think

babies wear?
How many buttons do you

have on your clothes?
Provide clipboards and pencils for the

children to record measurements of
objects.
Song: Farmer in the Dell
Rhyme: Riddle Dee Dee
Music: Drums
Discussion and Shared

Writing: Exploring Sizes of

Writing: Measurement Tools
Game: Finding Shapes on

Clothing
Discussion and Shared Writing:

Writing: Looking at Large
Baby Visit
How do clothes stay on our

bodies?
Intentional Teaching Card P12,

Exploring Pathways
Physical Fun
Large Group
Clothes
Materials: Mighty Minutes
08, Clap the Missing Word;

small article of clothing;
small, medium, and large
T-shirts; digital camera
Materials: Mighty Minutes 04,
Clothes
04, Riddle Dee Dee; bag or

box with a variety of standard
measurement tools
20, I Can Make a Circle;

shape cards; standard and
nonstandard measuring tools;
digital camera
AT A GlAnCE
Investigation 5
Interest Areas
A Pocket for Corduroy
Day 2
Toys and Games: geoboards; geobands; shape
Dramatic Play: props for setting up a clothing
cards
Question of the Day
Where do you get your clothes? (Display

choices, e.g., store, older sibling, present.)
How should we behave on our visit to the

clothing store?
Investigation 4
Large Group
Music: Rhythm Sticks
Song: Mighty Minutes 23, Hi-Ho, the
Derry-Oh
Discussion and Shared Writing: Where and
How Do People Get Their Clothes?
Discussion and Shared Writing: Preparing for
Site Visit or Visitor
Materials: rhythm sticks
Small Group
Option 1: Whats Missing?
Intentional Teaching Card

M15, Play Dough (See card
for equipment, ingredients,
and recipe.)

LL18, Whats Missing?;
clothing collection; large piece
of paper
Option 2: Biscuits
Option 2: Memory Card Game

M10, Biscuits (See card for
equipment, ingredients, and
recipe.)

LL08, Memory Games;
a memory game or set of
duplicate pictures of clothing
Interest Areas
26
Mighty Minutes 20, I Can

Make a Circle
Ask families to send in pictures of family members

in work clothes to use during Investigation 6,
What special clothes do people wear for work?
Day 4: A visit from a family member

with a baby
Invite a family member who wears a uniform to

work and a family member who uses costumes for
work or enjoyment to visit the classroom during
Investigation 6, What special clothes do people
wear for work?
Other Items Do We Need for Our Store?
Materials: rhythm sticks; Mighty Minutes
26, Echo Clapping; Mama and Papa Have

a Store
Question of the Day
Large Group
Wow! Experiences
Day 2: A site visit to a clothing store
Day 1
Game: Sort by Shirt Design
Computer: ebook version
of Wash and Dry
Question of the Day
Large Group
(show sketch in The

Quinceaera)
Mighty
Minutes
Materials: digital
camera;
The Quinceaera
(firstbeaters
read-aloud)
mixers, and
from the
TeachingGuide_Clothes_TX.indd 60-61
previous
days experience
Which soap will make the

best bubbles: liquid, powder,
or bar?
Music: Beating Drum Patterns

Writing: Cleaning Clothes
Option 1: Patterns on
Clothing

Writing: Remembering a Trip
Small Group
The Mitten
Book Discussion Card 02
(second read-aloud)
Mighty Minutes

Writing: Finding and Making
Lines
Mighty Minutes 12, Ticky

This Is the Way; clothesline
Ricky
The Mitten
(third read-aloud)
Option 1: Button Letters
Option 1: Observing Changes

LL07, Letters, Letters,
Letters; alphabet stamps; ink
pads; construction paper or
magnetic letters and board

LL03, Alphabet Cards;
buttons; alphabet cards

M07, Ice Cubes; ice cubes;
paper towels; cups; measuring
tools

LL13, Shaving Cream
Letters; shaving cream
38
Something From Nothing

Library: letter stamps
Art: pieces of paper with a
variety of lines drawn on them,
Optionzigzag,
1: Sewing
Paper
e.g., straight,
curved;
one or two
lines perTeaching
sheet Card
Intentional
Option 1: Letter Stamps
Option 2: Shaving Cream

Letters
Llama Llama Red Pajama
Mighty Minutes 53, Three

Rowdy Children
Option 2: Feeling Letters
Button, Button, Whos Got the

geobandsButton?
Toys and Games: geoboards;
Materials: scarves; shape cards;

Mighty Minutes 19, I Spy
Mighty Minutes 29, Baa,
music; digital camera
With My Little Eye
Baa, Black Sheep

P01, Lets Sew; hole
M14, Patterns; clothing
punch; yarn; toothpicks;
collection; crayons,
heavyweight paper
Which soap
will clean
best: paper Can you find something with
markers,
or pencils;
Option
2: Lets
Sew
liquid, powder, or bar?
a straight
line and
something
Option 2: Button Patterns with a curved line in our
Intentional Teaching Card classroom?
P01, Lets Sew; burlap or
M14, Patterns; buttons;
other loosely woven fabric or
crayons, markers, or
plastic mesh; blunt needles;
Movement: Move Like a
Song: This Is the Way We
pencils; paper
yarnClothes
or thick thread
Washer or Dryer
Wash Our
Materials: drums or objects

to the Laundromat or read
to be used as drums; stained or
Wash
dirty piece of clothing; Mighty
Mighty
Minutesand DryMighty Minutes 16,
Minutes 26, Echo
Clapping;
Nothing, Nothing,
Materials: Wash and Dry; a
Wash and Dry; washboard;
Something
clothesline and clothespins for
Intentional
48Teaching Card
hanging clothes to dry.
SE01, Site Visits
Read-Aloud
Day 2
Day 3
The Girl60
Who Wore Too Much
Book
Discussion
Sand and
Water:
soap, Card 03

Writing: How Cloth Is Made

Baa, Baa, Black Sheep; The
Quinceaera; a piece of raw
wool (if available); class loom;
ribbon
Materials: The Quinceaera
Day 2
Read-Aloud
liquid, and bar soaps; egg

beaters; whisks
Dramatic Play: laundry

baskets
Small
Group
Many? and Shared

Discussion
Writing: Weaving
Materials: broom handles

or yardsticks; crocheted or
knitted clothing item or
blanket; magnifying glasses
68
Intentional Teaching Card LL12, Same

Sound Sort; items that do and do not start
Day 4
The Girl Who Wore Too Much
BookLibrary:
Discussion
Card 03story and
clothesline
(second
read-aloud)
props
or the pocket storytelling
props
Option
1: Mixingebook
Paintsversion
Computer:
of Wash
and DryCard P30,
Intentional
Teaching
Mixing Paints; red, blue,
yellow, black, and white paints;
tray; paintbrushes; paper; The
Do you have pockets on your
Girl Who Wore Too Much; The
clothes today?
Quinceaera
Option 2: Dyeing Paper Towels

P31, Book:
Tie-Dyed
Towels;
A Pocket
for Corduroy
paper towels; food coloring;
eye droppers;
ice cube tray;
Mending
clothespins;
clothesline; The
Materials:
Mighty
Girl Who
Wore Too
MuchMinutes 04,
Riddle Dee Dee; A Pocket
for Corduroy; torn clothing;
Mighty Minutes 24, Dinky
mending items, e.g., patches,
Doo
zipper, Velcro, button with
needle and thread
Wash and Dry
Mighty Minutes 18,

Inform families that the class will be Im Thinking Of
conducting a clothing drive at the end of the
study. Ask them to start collecting clothing to
donate. You may also want to ask a few family
members to help take the clothes to a donation
site after the clothing drive.

M11, Graphing; clothing
fasteners,
e.g.,Time
zippers,
Velcro,
5
Make
For
Wow!Day
Experiences
Outdoor Experiences
How to Make a Loom
buttons, laces
Art Area:
fabric scraps; glue
crochets
Library: materials for thank-you
Toys and Games: matching
notes
Option 1: Play Dough Weaving
fabric scraps

P02, Play Dough Weaving;
play dough; play dough tools
What kind of clothes will you

design today?
Movement: Body Lines
Book: Something From Nothing
Thinking About Lines
Using Fabric Pieces to Make

Clothes

Writing in the Air
Mighty Minutes 21, Hully
Gully, How Many?
Make Time For

Abuelas Weave
Outdoor Experiences
Walking the Line
Materials: Something From
Nothing; A Pocket for Corduroy;

fabric scraps
Invite families to access the ebook,

The Quinceaera.
The Girl The
WhoCreative
Wore Too Curriculum
Much
for Preschool
(third read-aloud)
Wow! Experiences
Make
long1:lines
outside
with masking tapeOption
or 1: Writing Poetry
Option
Writing
Poetry
sidewalk chalk.
Intentional Teaching Card LL27,
Demonstrate
how children
walk on them,
e.g., Poems; audio recorder
LL27, Writing
Poems; can
audio
Writing
when
they walk on the straight line, tell them to
recorder
Option 2: A Collection of Poems
keep their bodies straight; on curved lines, they
Option 2: A Collection of
should
walk with a curved back, etc.
Poems
Writing Poems; audio recorder;
GoingIntentional
on a Line Teaching
Hunt
Card
digital camera
LL27,
Writing
Poems;
audio lines outside. Use
Invite
children
to look
for various
recorder;
digital
camera
a digital
camera
to take
photos or let the children
take pictures of the lines they find.

Dramatic Story Retelling; The
Mitten; story props

LL15, Texture Letters;
letters cut out of a variety of
fabrics
Option 2: Baggie Ice Cream
Option 2: Pocket Storytelling

M08, Baggie Ice Cream
(See card for equipment,
ingredients, and recipe.)

LL09, Pocket Storytelling: The
Mitten; mitten-shaped pocket;
toy or picture props
Mighty Minutes 22, Hot

or Cold Shapes; variety of
three-dimensional shapes
Mighty Minutes 19, I Spy

With My Little Eye
Mighty Minutes 13, Simon

Says
27
Family Partnerships
Invite a family member who knits
or crochets to visit the class during
Investigation 4, How is cloth made?
61
10/15/10 3:33:12 PM
Day 3: A visit from someone who sews
Create a book of lines by using the photos the

children took or download them onto a classroom
computer for children to look at.
Family Partnerships
Mighty Minutes 28, Counting

Mighty Minutes 42, Come Play
Ask family members to accompany the class on the
Calisthenics
With Me
site visit.
Invite a family member who sews to visit the
class during Investigation 3, How do people
make clothes?
49
10/15/10 3:33:10 PM
Invite families to access the ebook, Wash and Dry.
Wow! Experiences
Option 1: Dramatic Story
Retelling
10/15/10 3:33:13 PM
Follow the Leader on

a Line
Use
a large cardboard rectangle and mark every
" on
both the
Make long lines with
masking
tapetop
or and bottom. Make 1" cuts
on each of the marks you measured, making sure
sidewalk chalk outside.
that the bottom marks line up perfectly with the
Lead a game of follow
the leader,
top marks
(see picture above). String the warp
having children move
in different
or vertical
yarns.ways
Tie a large knot on the end of
along different lines,
skiptoonhold
the the string in place. Slide the
youre.g.,
string
curved line, hop on the straight line,
string into the first slot and gently pull until
and gallop on the zigzag line.
knot is secure. Pull the string tightly down the
Invite children to corresponding
take turns leading.
slot on the bottom and insert the
string into this first slot. Tightly pull the string
Physical Fun
up the back and insert into the second top slot,
andCard
then P09,
down to the second bottom slot. Repeat
Intentional Teaching
Up and Away. procedure until all slots are full. Tie off the string
and trim the excess (see picture).
Mighty Minutes 25, Freeze;

dance music; letter cards
Option 2: Twisted Pretzels
Which
fabric pattern
Intentional
Teaching
Card do you like
best? (Display
different fabric
P03, Twisted
Pretzels
patterns.)
(See card
for equipment,
ingredients, and recipe.)
69
Day 1: A visit from someone who knits or
Uncle Nachos
Hat
Art: large paper for body tracing
Mighty Minutes 74, Jack in the

Box
What is written on your

clothes: words, numbers, or
nothing?
Sand and Water: powder,

Desktop Publishing; digital
camera; computer;
printer; Day 4
Day 3
bookbinding supplies; paper; each
childs word bank

Writing: How Is Cloth
Materials: The Quinceaera;

pieces of woven fabric
Made?
manager or an employee.
Option 2: Nursery Rhyme Countweave in and out the windows (your raised
Option 2: Same Sound Sort
Family
Movement:
Body Weaving
Song: Baa,
Sheep
Mighty Minutes
07, Hippity Hoppity,
How Baa, Black
Mighty
Minutes 24, Dinky Doo
tracingsIntentional Teaching Card clothes Intentional Teaching

M21,
Geoboards;
LL23,
Playing
With
Art: largeCard
paper
for body
tracing
Computer:
ebook
version
geoboards; bands; shape cards
Environmental Print;
of The Quinceaera
environmental print, e.g.,
Option 2: Im Thinking of a
cereal boxes; logos; stop signs
Shape
Do you think we can we
What colors
mix together to
Option 2: Shopping Trip make green?
make clothes?
M20, Im Thinking of a
Shape; geometric solids;
LL31, I Went Shopping;
empty containers shaped like
environmental print found
Book: The Quinceaera
Movement: Making Shapes
geometric solids
in a grocery store, e.g.,
Discussion
and
Sharedcontainers With Scarves
empty
product
You grocery
Think We
Writing:orDo
labels;
bag
Visitor Who Sews
Can Make Clothes?
Investigation 2
Large Group
Mighty Minutes
Dramatic Play: fabric pieces that

Optionor1:tied
Geoboards
Option
Art: large
paper1:forPlaying
body With Printcan be draped
to create

Writing: Designing Clothes
Interest Areas
with S; boxClothes
or bag for storage
Option 2: How
Stay
on
Our Bodies
Partnerships
Game: Sorting Ourselves
Arrange to visit a clothing store during a

time when the children can interview the
Discovery: The Quinceaera

Outdoor Experiences
children to weave in and
Dramatic Play: class loom
Go In and Out the Windows
out of paper or cardboard;
(See the directions forOption
making
Option 1: Rhyming Riddles
1: Show Me Five
Option 1: Sly Salamanders
prepared paper for weaving
Have the children stand in a circle holding
loom that are givenIntentional
on the
Intentional Teaching Card LL11, aRhyming
Teaching Card M16,hands,
Showlifting
Me them up in the air to form
Intentional Teaching Card LL16, Tongue
next page.)
Library: Abuelas Weave
Riddles; props
Five; buttons
Twisters
windows. As you sing, invite one child
to
Intentional
Teaching
Rhyming
Intentional Teaching Card M13,arms).
Nursery
What
comes next
in the Card LL10, What
comes from sheep?
Chart;
clothesapoem
Rhyme Count; cotton balls; Physical
green construction
Fun
pattern?
(Display
simplethat rhymes
paper
repeating pattern, such as
Intentional Teaching Card P10,
blue-red-blue-red.)
Jumping Rope
What does the fabric on

your shirt feel like?
The Paper Bag Princess

Toys and Games: fabric
scraps cut into pieces to
match or pattern
Mighty Minutes
27, Diddle,
Question of the Day
Diddle, Dumpling
Option 2: Small, Medium, and
Art: strips of paper for
Investigation 3 Large Computer Book
How do people
Card make clothes?
M12, Measure & Compare; Day 1
clothing collection;
Read-Aloud
Interest Areas
nonstandard measuring tools
Small Group
AT A GlAnCE

M06, Tallying; paper,
clipboards, and pencils
magnifying glasses;
Small Group
LL45, Observational
Drawing; clipboards; felttip pens
Option 2: Measure
&
AT A GlAnCE
Compare
How do we take care of our clothes?
Day 3: A visit from a dad or other

male family member
Family Partnerships
Music: Rhythm Stick Patterns

Discussion and Shared Writing: What

Bookmaking; paper; pencils or
crayons; binding materials
Discovery: fabric;
Wow! Experiences
If you have access to a chainlink fence or a piece

of lattice, you can use it to create a weaving wall.
Tie long strips of fabric to the fence at a height the
children can reach and invite them to move the
fabric in and out of the open spaces.
What was your favorite part of the visit to

the store?
Option 1: Small, Medium, and

Option 1: Tallying Features
Large
Book
A PocketDay
for Corduroy
Something From Nothing
DayRead-Aloud
1
2
Day 3 Button, Button, Whos Got the Button?;
Makeof
TimeClothing
For
Option 2: Clothes Poem
shirts: pencils, paper,

stamps, stencils, rulers,
markers
Mighty Minutes 18, Im

Thinking Of
Outdoor Experiences
Weaving Wall
a few small manipulatives for each child

M09, Bigger Than, Smaller
Than, Equal To; building
blocks; measuring tools
Art: materials for designing
Mighty Minutes
Materials: clipboards; pencils; Intentional
Teaching Card SE01, Site Visits
How is cloth made?
Option 1: Bigger Than,

Smaller Than, Equal To
Invite families to access the ebooks,

Goldilocks and the Three Bears and Button,
Button, Whos Got the Button?
Dramatic Play: more clothing store props
AT A GlAnCE
Ask family members to bring in old baby

clothes that their children wore as babies.
Art: materials to make thank-you notes
The Mitten
(first read-aloud)
store
Computer: ebook version of Button, Button,

Whos Got the Button?
Goldilocks and the Three Bears;

Dramatic Story Retelling
Make Time For
Day 3
Button, Button, Whos Got the Button?
Materials: props to act out
Option 1: Play Dough
that can be used as drums; shirt

and pants with buttons
Where do we get our clothes?

Day 1
Read-Aloud
Family Partnerships
Materials: drums; other objects
Riddle Dee Dee; a few samples of

baby clothes; digital camera
Day 1: Visit to a laundromat

When you call to schedule the site visit, talk
with the manager to arrange for the children
to interview a staff member if possible.
39
10/15/10 3:33:09 PM
10/15/10 3:33:06 PM
Day 1
Investigation 1
Read-Aloud
Read Goldilocks and the Three Bears.
Tell the children that the book will be
Before you read, remind children about
available to them on the computer in

the Computer area.
the question of the day. Ask, What do

you know already about the story?
English-language learners
As you read, talk about the sizes of

the bears, bowls, chairs, and beds and
relate this information to the sizes of the
shirts discussed at group time.
props, have them point to objects in the

books illustrations or to objects in the
room, such as chairs. Then confirm their
After you read, ask what props are
Vocabulary
To help English-language learners identif
comprehension and model language for
needed to act out the story. List them
talking about the items. For example, say
English: small, medium, large, size
on chart paper or a whiteboard. Invite
Yes, we need a small chair to act out th
Spanish: pequeo, mediano, grande, tamao
the children to help you gather them.
story. Emphasize the name of the prop.
Large Group
Opening Routine
Sing a welcome song and talk about
whos here.
Song: The Farmer in the Dell

Review Mighty Minutes Card 08, Clap
the Missing Word.
Follow the guidance on the card using
the song, The Farmer in the Dell.
Refer to the chart, What do we know
Small Group
about clothes? and say, [Ashley] said

clothes come in different sizes. So this
Option 1: Play Dough
must be the wrong size.
Play Dough.
Ask, How can we find out what size

clothes or shoes we wear?
children to create small, medium, and
Record their answers on a chart.
children sharpen their phonological

awareness skills by listening for a
particular word in a sentence.
T-shirt and ask children what they notice
Use Intentional Teaching Card M10,

Day 2
Pretend to struggle to put on a piece
shirts and talk about how they fit. Take
Choice Time
Mighty Minutes
English: tape measure, yardstick, ruler,
Large Group
Opening Routine
whos here.
Using Riddle Dee Dee in this
Day 3
Small Group
examine.
Demonstrate how to measure a person
Review Intentional Teaching Card LL18,

Whats Missing?

clothing items to play the game.
Option 2: Memory Card Game
pants or a dress.
Help a few children measure the lengths
Memory Games. Follow the guidance
of their legs. Then compare those
Show pictures from yesterdays
measure our bodies to find our size.
on the card.
come in different sizes so we have to
or review a variety of standard
Mighty Minutes
ruler, yardstick, foot measurer.
items onto index cards.
These games help children improve

their visual memory skills. This
Vocabulary
Large-Group
Roundup
English: bigger, smaller, equal, measure

task is an important part of cognitive
self-regulation.
Spanish: ms grande, ms pequeo, igual, medida
skill will be important in literacy
As you interact with children in the

interest areas, make time to
Observe each childs ability to recall the
development as children remember
events of the story. Pay attention to how
a letter or word. In math, they will
they negotiate roles and interact with
use the skill to recognize numerals,
each other during the retelling.
inspired by the clothing display.

Read-Aloud
Use Mighty Minutes 20, I Can Make
a Circle.
Read A Pocket for Corduroy.

book and ask, What do you think this
Recall the days events.
book will be about?
To help children who lack oral proficiency
in English participate in dramatic play,
model the language used for various roles
so that children become familiar with it.
As you read, ask, Do you have

pockets on your clothes? Why are they
important?
After you read, help children review
their predictions of what they thought
Remind the children that a dad or other
the story would be about.
male family member is coming to visit

the classroom tomorrow. Talk about the
clothing size he might wear. Ask the
Large Group
Before transitioning to interest areas,

talk about the measuring tools in
the Block area and how children
can use them.
children to think about questions to ask

Have the children measure the visitors
Opening Routine
him about his clothing size and record
clothes with standard measuring tools,
Sing a welcome song and talktheir
about
questions on the chart, What do we
e.g., rulers or tape measure, andor
whos here.
want to find out about clothes?
nonstandard tools, e.g., interlocking
Game: Finding Shapes on Clothing

Creative
Review Mighty
Minutes
I Can Make
The
Curriculum
for 20,
Preschool
a Circle. Follow the guidance on the
30
card.

Looking at Large Clothes
most interesting? Why?
Introduce the visitor to the children

or have the related child introduce
the visitor.
begin to paint, ask them a couple of
Ask the visitor to show the clothing that

he brought to share.
Ask him about the size of his clothes
and refer to the list of questions the
children generated yesterday.
Allow children to ask their questions
and compare their clothing sizes to his.
Small Group
cubes or paper clips.
Option 1: Bigger Than, Smaller Than,

Equal To
Option 2: Measure & Compare
Review Intentional Teaching Card M09,
Measure & Compare. Follow the
Bigger Than, Smaller Than, Equal To.
Record childrens comments and
31
Follow the guidance on the card.

guidance on the card for measuring
clothing items from the collection.
Invite the children to measure their
observations.
Talk about the question of the day. "Do
arms, legs, and torsos and compare
10/15/10 3:33:07 PM
those measurements to the related parts
you see any shapes on our visitors
of clothing (e.g., compare the lengths of
clothes?"
their arms to the length of a sleeve).
Take photos of classroom visitors

and childrens investigations so you
can document their learning and
refer to those pictures throughout the
Mighty Minutes
Use Mighty Minutes 27, Diddle, Diddle,
Large-Group
Roundup
Dumpling.
study. Write a descriptive sentence

underneath each one.
Before transitioning to interest areas, talk
about the props from Goldilocks and the
Three Bears that are in the Library area
and how children may use them.
28
Choice Time
Before you read, share the title of the
measuring tools, e.g., tape measure,
to inspire their paintings. Before they
by gluing pictures of matching clothing
Using a strategy such as a mystery

bag helps children focus their
attention. Being able to attend to a
sticky notes by size.
clothes? Which one do you think is the
have in your classroom or create one
shapes, and patterns.
Emphasize that our clothes and shoes
importance of choosing clothes that fit.
What do you notice about these
Use any memory or lotto game that you
during choice time to share their work
measurements to the length of a pair of

pants from the clothing collection.

Measuring Tools
Use a mystery bag or box to introduce
Observe how children use the clothing
Option 1: Whats Missing?
Investigation 1
using a tape measure and talk about the
Refer to the question of the day and sort
strategies in The Creative Curriculum

for Preschool, Volume 3: Literacy.
items, e.g., What could I measure with

this? Which one of these would be
Pass items around for children to
with breaking words into separate
questions to spark their imaginations.
retelling in the section on teaching
Thinking Of.

Large-Group
What are the features of
clothes?
Invite children who painted at the easel
Roundup
new way gives children practice

syllables in a playful way.
Retelling stories helps children build
comprehension skills. Read more about
with the props gathered yesterday.
information.
better for measuring how tall the door is?
Dee. Try the jumping syllables variation

on the back of the card.
long is your foot? Now lets measure
Invite the children to act out the story
Dramatic Story Retelling for more
experience or remind children of the
people and compare them (e.g., How
Reread Goldilocks and The Three Bears.
Refer to Intentional Teaching Card LL06,
Ask open-ended questions about the
inspire paintings at the easels.
Choice Time
interested.
mine. Which one is longer?).
importance of finding out the length of
their clothing display in the Art area to
observations if the children are

Invite children to measure lengths of
Use Mighty Minutes 18, Im
Spanish: cinta para medir, vara para medir, regla, medir, largo, corto
Review Mighty Minutes 04, Riddle Dee
to the children about how they can use
Provide paper and pencils for recording
Observe how they measure objects.
Read-Aloud
measure, long, short
too small.

on the tools.
photos of this experience.
of a childs clothing that is obviously
the children.
Encourage them to read the numerals
Vocabulary

Exploring Sizes of Clothes
Biscuits, to make biscuit dough with
Investigation 1
about the shirts.

Invite a couple of children to try on the
sizes as they work.
Option 2: Biscuits
size in their own or each others shirts
Lay out a small, medium, and large
the rims of glasses or cups to cut the
large objects.
Allow children to examine the label
responses.
biscuit cutters to cut out shapes or use

biscuits. Talk to the children about the
After the play dough is made, invite
or shoes and share or chart their

In this activity, you are helping
Use small-, medium-, and large-sized
Remind children that a baby is coming

to visit the classroom tomorrow. Ask
the children to think about questions
that they would like to ask the caregiver
about the babys clothing. Record their
If the visitor brought a baby picture,
questions.
have him share it with the children.
Compare the clothing in the picture with

the size of clothing he wears now.
32
The Teaching Guides provide detailed

guidance for using the other rich curricular
resources, and give teachers the unique
flexibility to adapt learning experiences
for each child. This ensures that teachers
are helping children to meet important
early learning standards every day.
What Are Studies?
The Teaching Guides feature studies,
exciting and engaging firsthand explorations
of topics that are relevant to childrens
everyday experiences. The study approach is
a method of integrating content learning
through childrens in-depth investigations
of a meaningful topic. Children raise
questions about the topic, and through
exploration and discovery they find
answers to their questions. The hands-on
experimental nature of studies taps into
childrens natural curiosity, resulting
in a learning environment that is both
fun and intentional.
33
10/15/10 3:33:08 PM
Why Studies?
Advantages of Studies
The advantage of the study approach

is that it allows for deep, firsthand
exploration of topics that are of interest
to children, offering myriad ways to learn
about them. Plus, the study approach
not only allows children to gain a deeper
understanding of the topic but encourages
them to develop skills across all domains
as they apply the investigative process.

allow children to explore science and
social studies topics while developing
skills in language and literacy,
math, technology, and the arts
The five study topics that are featured

in the Teaching Guides offer plenty of
flexibility for teachers to incorporate
many of the typical themes that are
used in preschool classrooms all over the
country. Just like themes, studies approach
teaching and learning through a topic
of interest to preschool children. Also
like themes, studies integrate learning
across developmental and content areas
and enable teachers to plan primarily
hands-on experiences. Many activities
from a teachers existing themes can be
built right in to one of the study topics.
let children apply their acquired skills

in meaningful, real-life contexts
encourage higher-level thinking,
development of intellectual interests,
and positive approaches to learning
give children the necessary skills to
solve problems and find answers to
their questions in a creative way
support the development of social
emotional skills such as resolving
conflict, sharing responsibilities, and
working collaboratively
encourage family involvement
Study Topics
Balls
Buildings
Trees
Clothes
Reduce,
Reuse, Recycle
What are The Creative Curriculum for Preschool

Objectives for Development & Learning?
The 38 research-based objectives are the heart of the curriculum and define the path
teachers take with children in their classroom. They inform every aspect of teaching, include
predictors of school success, and are aligned with state early learning guidelines and the
Head Start Child Development and Early Learning Framework. The objectives cover 10 areas
of development and learning, including broad developmental areas, content areas, and
English language acquisition. Many of the objectives also include dimensions that guide
teachers thinking about various aspects of that objective, and help clarify what it addresses.
SOCIALEMOTIONAL
LANGUAGE
1. Regulates own emotions and behaviors

a. Manages feelings
b. Follows limits and expectations
c. Takes care of own needs appropriately
a. Comprehends language
b. Follows directions
9. Uses language to express thoughts and needs
2. Establishes and sustains positive relationships

a. Forms relationships with adults
b. Responds to emotional cues
c. Interacts with peers
d. Makes friends
3. Participates cooperatively and constructively

in group situations

a. Balances needs and rights of self and others
b. Solves social problems
PHYSICAL
4. Demonstrates traveling skills
5. Demonstrates balancing skills
6. Demonstrates gross-motor manipulative skills
7. Demonstrates fine-motor strength and
coordination

a. Uses fingers and hands
b. Uses writing and drawing tools
8. Listens to and understands increasingly

complex language
a. Uses an expanding expressive vocabulary
b. Speaks clearly
c. Uses conventional grammar
d. Tells about another time or place
10. Uses appropriate conversational and other

communication skills
a.
Engages in conversations

b. Uses social rules of language
COGNITIVE
11. Demonstrates positive approaches to learning

a. Attends and engages
b. Persists
c. Solves problems
d. Shows curiosity and motivation
e. Shows flexibility and inventiveness in thinking
12. Remembers and connects experiences

a. Recognizes and recalls
b. Makes connections
13. Uses classification skills

14. Uses symbols and images to represent

something not present
10
a. Thinks symbolically
b. Engages in sociodramatic play
Curriculum Overview
LITERACY
SCIENCE AND TECHNOLOGY
15. Demonstrates phonological awareness
24. Uses scientific inquiry skills
a. Notices and discriminates rhyme
b. Notices and discriminates alliteration
c. Notices and discriminates smaller and smaller

units of sound
25. Demonstrates knowledge of the characteristics

of living things
26. Demonstrates knowledge of the physical
properties of objects and materials
27. Demonstrates knowledge of Earths environment
16. Demonstrates knowledge of the alphabet
28. Uses tools and other technology to perform tasks
a. Identifies and names letters
SOCIAL STUDIES
b. Uses lettersound knowledge
29. Demonstrates knowledge about self
17. Demonstrates knowledge of print and its uses

a. Uses and appreciates books
b. Uses print concepts
18. Comprehends and responds to books

and other texts
30. Shows basic understanding of people

and how they live
31. Explores change related to familiar people

or places
32. Demonstrates simple geographic knowledge
THE ARTS
a. Interacts during read-alouds and book

conversations
b. Uses emergent reading skills
34. Explores musical concepts and expression
c. Retells stories
35. Explores dance and movement

concepts
19. Demonstrates emergent writing skills
33. Explores the visual arts
a. Writes name
36. Explores drama through actions

and language
b. Writes to convey meaning
ENGLISH LANGUAGE ACQUISITION
MATHEMATICS
20. Uses number concepts and operations

a. Counts
b. Quantifies
c. Connects numerals with their quantities
37. Demonstrates progress in listening to and

understanding English
38. Demonstrates progress in speaking English
21. Explores and describes spatial relationships

and shapes

a. Understands spatial relationships
b. Understands shapes
22. Compares and measures

23. Demonstrates knowledge of patterns
11
How Curriculum and Assessment Are Linked

Before beginning any journey, you need to know where you are
heading. When you begin to implement the curriculum, look
to the Objectives for Development & Learning to guide you.
These objectives define the skills, knowledge, and behaviors
that you are helping children acquire in your program.
Objective 20 Uses number concepts and operations

a. Counts
Not Yet
Verbally counts (not always in

the correct order)
Counts to ten when playing

Hide and Seek
Counts out four scissors and
puts them at the table
Uses number names while

counting to 100; counts 30
objects accurately; tells what
number comes before and after
a specified number up to 20
Verbally counts to 20; counts

1020 objects accurately;
knows the last number states
how many in all; tells what
number (110) comes next in
order by counting
Verbally counts to 10; counts up

to five objects accurately, using
one number name for each
object
Says, One, two, ten as she

pretends to count
Counts twenty-eight steps to

the cafeteria
When asked what comes after
fifteen, says Sixteen.
Counts to twenty while walking

across room
Counts ten plastic worms and
says, I have ten worms.
When asked, What comes after
six? says, One, two, three,
four, five, six, sevenseven.
b. Quantifies
Not Yet
2
Demonstrates understanding
of the concepts of one, two,
and more
Says, More apple, to
indicate he wants more pieces
than given
Takes two crackers when
prompted, Take two
crackers.
Recognizes and names the

number of items in a small set
(up to five) instantly; combines
and separates up to five objects
and describes the parts
Makes sets of 610 objects and

then describes the parts; identifies
which part has more, less, or the
same (equal); counts all or counts
on to find out how many
Uses a variety of strategies

(counting objects or fingers,
counting on, or counting back)
to solve problems with more
than 10 objects
Looks at the sand table

and says instantly, without
counting, There are three
children at the table.
Says, I have four cubes. Two
are red, and two are blue.
Puts three bunnies in the box
with the two bears. Counts and
says, Now I have five.
Says, I have eight big buttons,

and you have eight little buttons.
We have the same.
Tosses ten puff balls at the
hoop. When three land outside
she says, More went inside.
Puts two dominoes together,
says, Five dots, and counts
on Six, seven, eight. Eight
dots all together.
Uses ladybug counters to

solve the problem, You had
eight ladybugs. Two flew away.
How many ladybugs are left?
Says, I have ten cars. I left
two at Grandmas, so now I
have ten, nine, eight left.
Uses two-sided counters to
determine different number
combinations for fourteen
Volume 5: Objectives for Development & Learning
12
109
Curriculum Overview
In The Creative Curriculum for Preschool,

the objectives inform every aspect of
teaching. Youll see them addressed
everywhere, from The Foundation to the
Daily Resources. Two of the 38 objectives
address English language acquisition, and
they offer specific strategies to support
childrens progress.
Color-coded charts graphically represent
progressions of widely held expectations
of learning and development for most
children at particular ages and classes/grades.
The same colors are used for the teaching
sequences shown on the Intentional Teaching
Cards, making it easier for teachers to use
assessment information to individualize
instruction. Learn more about the colored
bands and what they mean on pages 2223
of this Touring Guide.
The Creative Curriculum for Preschool Intentional Teaching Cards
M22
Toys and Games
Story Problems
Objective 20
Uses number concepts and operations
What You Do
Related Objectives: 1, 2, 7, 8, 9, 11, 14
3. Invite the children to count as a way to solve the

Materials: collection
of manipulatives
story problem.
Six of you are standing by the table. Now lets

have two children in that group go stand by the
easel. How many children are left at the table?
1. Invite the children to explore the collection of

manipulatives. Count the objects together, and invite
the children to divide the groups into smaller piles.
We have 10 counting chips in a pile. Lets move

five of them over here. Now we have two piles of
counting chips. Can you count how many are in
each pile?
2. Present various story problems. Ask the children to
solve them by using the manipulatives.
Lets pretend that were feeding these chips to the

birds that come to our window. If we see four
birds, we need four chips. Uh-oh! One bird flew
away! How many chips do we need now?
4. Pose story problems that involve adding

and subtracting.
Lets pretend we have seven children at the table

for snack, but we only have four napkins. How
many more napkins do we need?
5. Continue the activity for as long as it interests the
children. Explain that they can think about story
problems when they are playing with materials in
any interest area. Encourage them to create story
problems with their classmates during choice time.
Including All Children

Use manipulatives of various sizes, colors,
and textures.
Provide boxes or containers to help define

story problems and solutions.
Place objects on a nonslip material to

keep them from moving around.
If children are beginning to speak

in sentences, give them plenty of
opportunities to talk. Be sure to model
the correct use of English, but do not
correct their grammar.**
Ask children to repeat a simple phrase

you have said and modeled. For example,
when making play dough, say, I am
mixing the play dough. Tell your friend, I
am mixing the play dough.**
Teaching Sequence
YEllOw
Invite the child to pair objects, using sets of one to three objects. Offer the same number of
objects in each set.
I see two dolls in the cradle that need blankets. Can you give each doll a blanket?
GREEn
Invite the child to verbally count using one number name for each object. Encourage her or him
to solve story problems with up to five items.
Here are four penguins standing on the ice. One penguin jumps in the water. How many
penguins are on the ice now? Lets touch each one as we count.
Questions to Guide
Your Observations
Was the child able to grasp and use the
manipulatives to add and subtract?
Did the child understand and solve story

problems using the objects?
How long was the child able to attend to

this experience?
Related LearningGames
GREEn
Include 510 objects in story problems. Encourage the child to count all of the objects correctly
Stories With Three; Counting Higher
and add them together.

BluE
BluE
We have six pears and three apples. How many pieces of fruit do we have all together? Lets
count: one, two, three.
Invite the child to solve story problems involving up to 10 objects. Assist by counting aloud with
the child, if necessary, to show her how to count on.
PuRPlE
If we have seven children who want to jump rope, but we only have three jump ropes, how
many more jump ropes do we need so that each child has one?
We have six pears and three apples. How many pieces of fruit all together? Lets start with the
pears: six, seven, eight, nine.
PuRPlE
Invite the child to create new story problems using addition and subtraction of 1020 objects.
Here is a bucket full of buttons. Lets see what story problems we can create with them. How
many buttons should we use to start?
ITC_Mathematics.indd 22
10/15/10 2:11:18 P
13

and the Common Core State Standards
Just like the Common Core State Standards, which provide a consistent, clear understanding
of what students are expected to learn, The Creative Curriculums 38 objectives for
development and learning include progressions of development and learning that identify
widely held expectations for children of particular ages or classes/grades. This means that
when children enter kindergarten, their learning has already been focused on the skills that
are essential for success with regard to the Common Core State Standards.
With both the Common Core State

Standards and the curriculums 38 objectives,
identifying age-appropriate expectations for
development and learning helps educators
and parents know what they need to do to
help children get where they need to be.
Covering all important areas of childrens
development and learningsocialemotional,
physical, language, cognitive, literacy, math,
science and technology, social studies, and the
arts, as well as English-language acquisition
The Creative Curriculums objectives include
predictors of school success and are based on
school readiness standards. So throughout
the early childhood learning experience,
children are being prepared in all the ways
that matter for later success in school.
14
Teaching Sequence
Use cards with the numbers 13, focusing on the side with the dots. Introduce one card at a time
YEllow
to the child. offer the exact number of objects needed to match the card.
This card has one dot on it. Can you put a button on the dot?
Now we have two buttons. Lets try to put a button on each dot that you see.
Show cards 1-5 and ask the child to name the ones he or she knows.
GrEEn
Here are five cards with numbers written on them. Do you see any numbers you know?
Invite him to put an object on each dot while counting them out.
Lets put a button on each dot. Can you count them as we go?
lay out the cards from 15 with the numeral side facing up. Ask the child to count from 15
GrEEn
as you point to each card. Invite the child to choose a card, name the numeral, and turn it over to
match objects to dots.
Lets start by counting to 5. Here are the numerals 15 to look at as you count. Can you
point to the number one?
BlUE
The Creative Curriculum for Preschool prepares children

for success with the Common Core State Standards
through a rich collection of resources that help teachers
guide all children to be as successful possible when
they enter kindergarten. Specific support includes
Which card will you put pebbles on first?

BlUE
Shuffle the cards and place them in a stack. Have the child pick a card and then count to that
number. Invite the child to count out the number of objects as she places buttons on the card.
PUrPlE
You picked the card with an 8 on it. Can you count out 8 beads to go with it?
Include cards 120. Create piles of 1020 objects. Invite the child to count and select the
PUrPlE
guidance for individualizing instruction, which

supports each childs advancement of important
skills in Mathematics and Language & Literacy
numeral card that tells how many objects are in the pile.
How many are in this pile? Can you find the numeral that means this number of objects?
Create a pile of more than 20 objects. Invite the child to count the objects, and write the numeral
that the number of objects represent.
teaching sequences that allow kindergarten teachers to

look back at the progression of development and learning
prior to where Common Core State Standards begin
Book Discussion Cards with probing questions to help

teachers nurture the critical thinking skills that are
essential for success in kindergarten and beyond; these
also include guidance for emphasizing vocabulary
and supporting socialemotional development
a robust book collection that includes complex
texts and a wide variety of literature, from fiction
to non-fiction and poetry to picture books
learning through studies, in which hands-on
opportunities for exploration offer the chance for children
lary
to practice critical approaches Votocabu
learning:
attention,
Voca lary
engagement, persistence, problembusolving,
flexibility,
inventiveness in thinking, curiosity, and motivation
monkey
Supporting SocialEmotional Development
Vocabulary
monkey business
wares
irritate
Manages feelings
Responds to emotional cues
silliness or teasing
things that a peddler sells, like caps
to bother or upset
peddler
not to upset
refreshed
What would you have done if the

monkeys had taken your caps?
(point to illustration) a person who walks

around selling things
the peddler doesnt want the caps

to fall off his head
rested and ready to go
The peddler gets so upset that he

throws his cap on the ground. How
else do we know that he is irritated
with the monkeys?
ordinary
leaned
normal
(demonstrate motion) put your

weight gently against something
(demonstrate action) brought your

foot down hard and loud
business
silliness or
teasing
wares
peddler
monkey busin
things that
ess
a peddler sells
(point to
irritate
sillin
, like caps
esstrat
illus
orion)
teasia ng
s
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person who
around selli
upset
to bother or
walks the thing
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peddler
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peddler doe
snt want thesells, like caps refreshed te
ordinary
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to hea
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who walks
ed and read
selling things
y to
leaned the peddler doesnt
want the caps stam refreshed go
to fall off his
ordinary
ped
(demonst
rested and ready
rate motion)head
to go
(demonstrate
put your
normal
weight leane
action) bro
gentlyd agai
stam
ught your
nst
foot down ped
(demonstrate something
and loud
(demhard
motion) put your
onstrate
action) brought
weight gently
your
foot down hard
against something
and loud
support for encouraging the development of social

emotional skills such as resolving conflict, sharing
responsibilities, and working collaboratively, all of
which helps lay the foundation for childrens success
in school and in meeting the Common Core
State Standards
Supportin
g SocialE
Supportin
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g SocialE
motionalev
mpm
Delevop
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elo
Manages
feelings
What
Manages feelin
would you gs
Responds
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have done
monkey
if the
Responds totional cues
Wh
s had
at woul
takendyou
emotional
your have
caps?done if the The peddler gets
cues
so upset that
Interactsmonkeys had taken
The
throws
peddler gets
with pee
your caps?
his cap
rs
so upsehe
on the grou
t that he
else dothrow
nd. How
In this
s his cap on
Interacts with
we kno
story, the ped
w that he the grou
peers
nd. How
else do we
is irritated
with the
dler gets ang
because
know that
monkeys?
In
thethis
ry
he
mon
is irritated
story
key,sthe
with the mon
takepedd
then imi
his ler
capgets
keys?
s andangrSolv
tateuse
beca
y es social
him
the
. How
monkeys
does take
when som
lems
it feelhis caps and Solves prob
theneon
imita
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e imi

tetate
l
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s you
How
? does it feel The monkeys wereproblems
when someone
teas

ing
The
ped
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imitates you?
dler withmon
keys were teasi
his cap
s. Has any ng the
ever teaspedd
ler with his
one
ed you
caps. Has
? How did
you feelever
it make anyone
? teased you? How
did it make
you feel?
Interacts with peers
stamped
In this story, the peddler gets angry

because the monkeys take his caps and
then imitate him. How does it feel
when someone imitates you?
Solves social problems
The monkeys were teasing the

peddler with his caps. Has anyone
ever teased you? How did it make
you feel?
0101
CC
apap
s fo
s fo
r Sr aSleale
AT
AalTa
e le
CapsCap
for Sale
for sSale
The Creative
Curriculum
The Crea
for Preschool
tive Curr
Book Discu
iculum
ssion Cards
for Preschoo
l Book Disc
ussion Card
s
of of
a dd
a Pe
Pedd
, So
ler,lerSo
e on
Monkeys
memM
andanTh
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eireir
keys
Mon
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essess
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Caps! Cap
Capss!for
Caps
sale!for
Fifty cents a cap!
Fiftsale!
y cen
peddlerpedd
ler, walking up ts a cap! calls thecalls the
, walking
up and dow
and down the
n the streets. streets. He
balancebalan
cese stac
s a hug
a huge
He
k ofstack
caps of
oncaps
brown, brow
his on his headgray,
blue,n,and
blue,
and redall headgray,
red
all piled onpiled on his own
cap. Oncap.
his own che
checked
e dayOne
day he stops
he stop
cked
s under aunde
r
a
tree
tree to take to take a nap.
When he
Whe
nesheup,
wak
a nap
wake
up, the gray,
thes gray
brown, blue,.
, brown, blue
caps havcaps
e all have
, and red and red
all ared
disappe
disappeared!
! The onlyThe only one left
own cheown
one left is
is
his
ckedchec
ked
cap. Whcap.
Where on Earth his
ere on
Earth can
can the others
Lets readLets read
the oth
be?
and findand
ers be?
out!find out!
2010 Teac
hing
Strategie
s, Inc.
Teaching
2010 Teach
Strategie
ing Strategies,
s.com
Inc. Teach
ingStrategies.co
2010 Teac
2010
Teaching Strate
hing Stra
tegies, Inc. gies, Inc.
Teaching TeachingStrateg
Strategie
ies.com
s.com
15
Research-Based. Innovative. Engaging.
16
Curriculum Components
The Creative Curriculum for Preschool is a developmentally
appropriate, comprehensive curriculum that promotes positive
outcomes for preschool children.
Nationally known for its forward-thinking, rigorously researched model, The Creative Curriculum
has been trusted for decades by early childhood educators in classrooms across the country.
It focuses on meeting the needs of individual children, while honoring and respecting the role
that teachers play in making learning engaging and meaningful for every child.
The curriculum components were designed to provide everything you need to build an engaging
and effective program. The Foundation offers insight into the most current research and best
practices for early childhood education. The Daily Resources, including Teaching Guides, Intentional
Teaching Cards, Mighty Minutes, and Book Discussion Cards, help you organize and manage
your day intentionally and effectively. The curriculum components also include built-in support
for all learners, with specific sections of guidance for working with English- and dual-language
learners, advanced learners, and children with disabilities. Lets take an in-depth look at each
curriculum component.
ing s
ner
e
Part Famili
h
Wit
Caring and
Teaching
17
The Foundation
The Foundation is the what and why of high-quality early childhood education,
helping teachers build a comprehensive understanding of best classroom practices.
Volume 1: The Foundation presents
all the information teachers need to set up
their programs. It summarizes the research
foundation for the curriculum and addresses
five key aspects of the curriculum: how
children develop and learn, the learning
environment, what children learn, caring
and teaching, and partnering with families.
18
Volume 2: Interest Areas brings the

five key aspects of the curriculum to life,
applying them in each of the 10 interest
areas and the outdoors. Each chapter
describes materials that enhance childrens
experiences, as well as strategies for guiding
childrens development and learning.
Volume 3: Literacy prepares teachers

with knowledge and tools that help
them inspire children to read, write, and
learn. It includes practical strategies for
intentionally teaching critical language and
literacy skills, such as letter knowledge, and
for integrating rich and enjoyable literacy
experiences into all the interest areas.
Volume 4: Mathematics helps teachers

fully understand the mathematical concepts
and skills they will be teaching, and
shows them how to purposefully include
mathematics learning throughout the day.
Volume 5: Objectives for

Development & Learning
describes in detail the 38 objectives in
The Creative Curriculum for Preschool.
Based on an extensive review of the latest
research and professional literature in early
childhood education, these objectives
include those that are highly predictive
of future school success and are aligned
with the Head Start Child Development
and Early Learning Framework and early
learning standards for each state.
Supporting English Language

Development
The Foundation volumes guide teachers
in scaffolding instruction for children
with diverse proficiency levels. In
addition, instructional and assessment
strategies are provided for different
levels of English language development.
19
Teaching Guides
The six Teaching Guides in The Creative Curriculum for Preschool provide daily support
for the entire school year. They help teachers create a positive classroom community and
fill every period of each day with meaningful learning experiences. The Teaching Guides
are comprehensive, detailed plans that span several weeks and offer moment-by-moment
guidance for every day. They also offer teachers plenty of opportunities to incorporate their
own creativity and expertise.
20
Throughout the Teaching Guides, youll

find references to particular sections of
The Foundation that provide more indepth information. Remember, this is one
of the ways the Daily Resources and The
Foundation work together as a cohesive
curriculum that supports teachers every
step of the way throughout the year.
The first guide, Beginning the Year,
addresses the first six weeks of school.
The remaining five guides feature studies,
which are project-based investigations
that can be used in any order. Each study
is divided into a series of investigation
questions, and each investigation lasts
35 days. Beginning on page 36 of
this Touring Guide, youll find excerpts
in English and Spanish from the
Teaching Guide: Balls Study to review.
How Studies Are Organized

Getting Started
Beginning the Study
Investigating the Topic
Celebrating Learning
Resources
Supporting English Language

Development
The Creative Curriculum for
Preschool Teaching Guides include
strategies and tips for working with
children who are English- or duallanguage learners, including using
nonverbal language and other visual
cues such as props and pictures.
21
Intentional Teaching Cards
Colors Correspond to widely held

expectations for specified ages and
classes/grades.
Each day, with direction from the Teaching Guide, teachers

select and use one or more Intentional Teaching Cards.
These cards describe playful and engaging activities that
can be implemented throughout the day, with directions to
help teachers individualize each activity to meet the needs
of every learner.
Designed for ages 26, the experiences
explained on these cards support
socialemotional, physical, and language
development, as well as development and
learning in literacy and mathematics.
One of the most important features of
the Intentional Teaching Cards is the
color-coded teaching sequence. These
sequences enable teachers to quickly
adapt an activity to make it more or
less challenging, thereby enabling every
child to participate successfully. The
Including All Children section of every
card provides additional strategies.
Yellow
Two to 3
Years
Supporting English and Spanish

Language Development
Intentional Teaching Cards provide
additional strategies for engaging
English- and- dual language learners
fully in the activity. With the Spanish
activity on one side of the card and
the English on the other, Intentional
Teaching Cards offer teachers
flexibility to support childrens
individual needs.
Green
Preschool 3
Blue
Pre-K 4
Purple
Kindergarten
22
TitlePresents the
title of the activity.
What You DoLists

the materials to use
and describes how to
do the activity.
LL59
library
Question Basket
pencils or markers; clipboards;
index cards or sentence strips with interesting
questions and related pictures (one question per
strip); basket
1. Show children the basket of questions. explain that

youve written questions on small strips of paper.
There are lots of different questions to choose

from in this basket. Lets pick one and read the
question. Then you can write your answer on
the paper.
2. Invite the children to choose a question from
the basket. Read the question and talk about it
29, 30, 33
3. Give the children time to think about what they would

like to write or draw. Ask open-ended questions that
encourage them to think about what they would like
to add.
This question says: What is your favorite time of

day? It has a picture of a clock on it. Lets think
of all the different times of day we have at school
and at home.
Additional Ideas
Question Basket works well with
Intentional Teaching Card ll39, My Daily
What does it mean to be a good neighbor?
Journal. Children can write their answers
What things can you do to be a good neighbor?
to the questions in their journals.
4. Invite the children to scribble, draw, or write to record

their ideas. Ask questions that will help them think
purposefully about what they put on the paper.
5. Record childrens ideas when asked.
You asked me to write playground. Ill put it here

next to your writing.
6. let the children know that they can always add to
with them.
Demonstrates emergent writing skills

Related Objectives: 3, 7, 8, 11, 12, 14, 16,
What You Do
Materials: paper;
Objective 19
their papers at choice time. Invite them to share their

responses with family members during arrival and
departure times.

Wrap foam around the pens to make them
easier to hold.
Make sure the child is seated comfortably

at the table for writing and drawing.
Place the drawing paper on a light box.

Provide directions in the childs home
language.**
Include answer options in the phrasing
Invite the child to draw or scribble on the paper to answer the question. Describe the markings
the child makes.
You made a lot of little circles in a row on your paper.

GReen
Invite the child to draw or scribble on the paper. Point out any mock letters or letter-like forms
the child makes.
Questions to Guide
Your Observations
How did the child manipulate the
writing tool?
How did the child write his or her name?

What letters and words was the child able
to write?
I see up and down lines on your paper. It looks like you made an M.
Invite the child to write familiar letters as he draws or scribbles. Ask questions that help him
identify the letters he has written.
Blue
Blue
Can you tell me which letters you wrote on your paper?

Ask the child questions that help her hear the beginning and ending sounds of a word. Invite the
child to use early invented spelling to write the word.
PuRPle
You said your favorite thing to do outside is draw with sidewalk chalk. What letters make the
/s/ sound in sidewalk?
/Ch/-/ch/-chalk. Thats a tricky sound. Two letters come together to make a new sound /ch/-/ch/.
PuRPle
Invite the child to write phrases and sentences to answer the question. Provide support by
offering to sound out words.
You would like to write the word snack? What sounds do you hear when I say it
slowly /S/-/n/-/a/-/ck/?
Including All
ChildrenOffers
strategies for ensuring
that all children can
participate, including
strategies that are
particularly useful for
supporting English- and
dual-language learners.
Guidance is also given
for supporting children
with disabilities.
Teaching Sequence
Explains how to scaffold
each childs learning
by individualizing
the experience
according to his or her
developmental level.
Did the child understand the purpose of

writing or drawing?
GReen
ObjectivesLists
the objectives
from Objectives for
Development &
Learning that are
addressed during
the activity.
of a question. For example, ask, Which

animal might you see in a tree: a bird or
a fish?**
Teaching Sequence
YellOw
Reference Number
Helps you quickly
locate a particular
activity. (They dont
have to be used in
any particular order.)
A Book About Me
Questions to Guide
Your Observations
Helps teachers focus
their observations as
children engage in the
activity.
Related
LearningGames
Suggests one or more of
LearningGames that
teachers can share
with families to extend
childrens learning
at home.
23
Mighty Minutes
Research suggests that in many preschool classrooms valuable time that could be dedicated
to learning is wasted. That wont happen with The Creative Curriculum for Preschool. Mighty
Minutes are songs, chants, rhymes, games, and short activities that help turn every minute
of the day into a learning opportunity.
Mighty Minutes can be used anywhere,
any time to intentionally teach language,
literacy, math, science, social studies, or
physical skills during in-between times
such as when teachers are preparing to go
outside or gathering children for largegroup time. Like the other resources in
the The Creative Curriculum for Preschool,
TitlePresents the title

of the activity.
ObjectivesLists the
objectives from Objectives
for Development & Learning
that are addressed during
that activity.
Mighty Minutes are rooted in curricular

objectives. They arent just short, fun
songs and games to pass the time; theyre
short, fun songs and games that support
childrens development and learning!
Opportunities to use Mighty Minutes are
indicated throughout the Teaching Guides.
Say It, Show It
15
Objective 20
Uses number concepts and operations
Reference NumberHelps you

quickly locate individual Mighty
Minute cards, which are referred to
by number and title throughout the
Teaching Guides. (They dont have to
be used in any particular order.)
Related Objectives: 1, 3, 5, 7, 8, 11, 34
What You Do
What You DoProvides guidance on

how to do the activity.
1. Chant, and snap, tap, or clap the beat.
Appy, tappy, tappy,

Appy, tappy, too.
Appy, tappy, tappy,
Ill show my card to you!
La bamba
2. Hold up a numeral card from 110.

3. Ask the children to name the numeral.
s
ulative
manip
ll
a
ke
a
m
s
h
veral
a lid. S
ace se
e.
er with
m
y
in
h
r
ta
n
e
co
say th
u
side a
o
y
p
s
a
um
tainer
line, d
he con
e last
table.
say th
a
r
u
o
o
y
r
e
e floo
When
th
n
ount th
o
c
jects
hildren
c
e
the ob
f
r
o
o
m
mber
ne or
the nu
t
Have o
identify
withou
r
o
)
e
,
iz
ts
it
objec
ht (sub
ig
s
y
b
em.
objects
ting th
y coun
actuall
py,
ppy, tap
Appy, ta
.
o
ppy, to
ild
Appy, ta
py,
p
ta
,
to a ch
ppy
! [Point
u
o
Appy, ta
y
r
time fo
any?]
Now its
How m
k,
and as
24
Objetivo 3
5
4. Invite them to perform a simple motion Explora
conceptos d
el baile
y el movim
to demonstrate their knowledge of the
iento
quantity that it represents. Say, Can you Objetiv
hold up four fingers? Can you jump four
times?
os relacion
ados: 1, 3,
4, 5,
Qu hacer
72
8, 9, 15, 34
1. Ensee
a los nio
s la canci
La bamb
n de
a.
2. Cree u
na coreog
rafa senci
entusiasta
lla y
.
On the BackThe
reverse side of each
Mighty Minutes card
suggests ways to change
the activity, either to
1) focus on a different
area of learning or
2) increase or decrease
the complexity of the
activity.
MM_15, 30, 33, 37, 40, 41_eng.indd 1
Para [bailar]
la bamba,
p1/12/10
ara [bai
1:44:53
PM
lar] la
bamba se n
ecesita
una poca d
e gracia,
una poca d
e gracia y ot
ra cosita,
ay, arriba y
arriba,
ay, arriba y
arriba, por
ti ser,
por ti ser,
por ti ser.
3. Reemp
lace baila
r con otras
accin, p
palabras
or ejemplo
de
, saltar, n
adar, busc
ar.
Supporting Spanish
Many Mega Minutos use
traditional Spanish
songs and rhymes to
maximize learning during
brief transitional periods
throughout the day. These
unique Spanish resources
can help support Spanish
language development.
Childrens Book Collection

Reading aloud with children is the best way to inspire a love for reading and to promote
language and literacy skills. The Teaching Strategies Childrens Book Collection contains
79 high-quality childrens books, including 4 big books.
The book collection includes beloved classic
tales, contemporary works by well-known
authors, and original nonfiction books
created especially to complement the studies
featured in the Teaching Guides. Our rich
collection of literature, in both English and
Spanish, includes alphabet books, counting
books, nonfiction books, concept books,
and narrative picture books, all of which
encourage childrens exploration, interaction,
and enjoyment.
Photo represents 50% of the
Many books in our childrens collection

have been adapted for the eLearning
environment. Fully translated and read in
both English and Spanish, these eBooks
encourage creative retelling of stories and
let Spanish-speaking children experience
the first reading of a story in their home
language. Designed for use with computers
and interactive whiteboard technology,
eBooks build childrens confidence and
excitement about reading.
Supporting English and Spanish

Our bilingual book collection supports
language and literacy development
in both English and Spanish. Spanish
literature offers a rich vocabulary
that encourages Spanish language
development and relevant storylines
that celebrate a variety of cultures.
Providing stories in both languages
allows for a first read-aloud experience
in a child's home language.
bilingual Teaching Strategies

Childrens Book Collection. Visit
TeachingStrategies.com/ChildrensBooks
for a complete list of titles.
25
Book Discussion Cards

Because some of the best childrens
books have fairly complex story lines,
early childhood education experts
recommend that they be read to
05
children at least three timeseach

1
time
in a slightly different wayfor
First
Read-Aloud
Before Reading
children
While Reading
to benefit
fully.
t
Developmen
l
a
n
o
ti
o
m
E
cial
upporting So
Introduce characters and the problem.
Expand vocabulary by pointing to

pictures, using gestures to dramatize,
and describing:
e Curriculum
The Creativ
d
The Little Re
Second
Read-Aloud
Hen
d
e
R
e
l
t
t
i
L
The
2
After Reading
Before Reading
nnie Dobkin
Retold by Bo
Invite explanations, wonder aloud, and

ask follow-up questions.
Recall the characters and the problem.
social-emotional development.
I think Little Red Hen is surprised
While Reading
After Reading
Expand vocabulary using more

verbal explanations:
Invite explanations, wonder a

hoed, kneaded
Why do you think Dog, G

and Cat wont help Little R
around the house? Why do
help her plant the wheat, h
grind it, and make the brea
Reinforce some previously

introduced words by pointing to
picture and dramatizing:
groom, muss, chore, aroma

Comment on and ask follow-up
questions about the other characters.
I think Dog, Goose, and Cat have a

very easy life. They play all day while
Little Red Hen does all the work.
Why do Dog, Goose, and Cat keep
saying no when Little Red Hen asks
them for help?
Dog, Goose, and Cat dont seem
to be paying attention to how hard
Little Red Hen works.
that her friends agreed to help her eat

the bread since they refused to help
her with everything else.
How do you think Dog, Goose,

and Cat feel when Little Red
Hen tells them they cant help her
eat the bread?
.com
gStrategies
. Teachin
ategies, Inc
aching Str
2010 Te
tegies.com
achingStra
s, Inc. Te
g Strategie
10 Teachin
Supporting Spanish Language Development

Teaching Strategies Childrens Book Collection
and Book Discussion Cards in Spanish help
teachers intentionally introduce new vocabulary
and promote childrens receptive and expressive
Spanish-language skills through repeated readaloud sessions and meaningful exchanges.
26
Cards
Hen
Were going to read The Little Red Hen

In The Little Red Hen, a Dog, a Goose,
When Little Red Hen asked her
again. You may remember that Little
and a Cat live with a Little Red Hen.
gossip,
hoed, harvest,
miller,
friends to help her, they said no.
Red Hen lives with Dog, Goose, and
Discussion
show
teachers
how
tomuss,
She worksBook
hard around
the house,Cards
but cuesgroom,
al
ion
ot
em
kneaded, chore, aroma
ds to
Little Red Hen did everything herself.
Cat, who are not very helpful around
her friends dont help
One day
Respatonall.
conduct
multiple
effective
read-alouds,
ensuring
d not see
What would you have done if you
the house. Little Red Hen asks them
she finds a bag of wheat
se, and Cat di Comment
gs
ont main characters thoughts
, Gooand
ogseeds
t no
ou
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ages feelin

ab
d
ba
id
t
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en
Hgetting
were Little Red Hen?
dbake
to help her with something. What
Hen hatove
grow wheat
Re
andthe
actions.
that
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most
out of these
ttlecan
can
atsoLishe
Little Reddecides
ow
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d
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ul
d.
co
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t
as
ha
e
e
sh she asks her friends
W
know
does she want help with? How do her
bread.
When
toen sh I wonder
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let them
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tti
to
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ge
how
Little
Red
Hen
feels
ds
ba
en
ls
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Why
do
you
think
Little
Red
Hen
fee
r
t
he
experiences.
Intended
a quick reference for
dn the seeds andwh
friends answer? What
happens when
en someone asabout
herulplant
they wo
ed that help
u tell harvest
nt
yo
doing
all
the
housework
by
g?
oi
in
pp
sa
g hen as she
eth
ate
the
bread
all
by
herself?
What
di
m
rkinto
as
rdwo
time
eat the bread that Little
ed ab
the wheat,group
they say read-alouds,
no.
Now
hasout so
ointshe
pp
to help a haits
Book
Discussion
Cards
offer
sa
ng
di
herself.
I
think
she
wishes
her
friends
lli
wi
r?
rm
es
he
else
could
she
have
done
to
teach
her
lp
the wa
No on
Red
from the wheat she
wantsmade
to decide whether or not she will share
ne Hen
yo
would be more helpful.
t but ever
helpful?
trio
for introducing
each book, emphasizing friends a lesson aboutplbeing
es a help?
grew
without
their
ants her whea
the bread suggestions
with them.
hen teach
e
th
w
ho
e
akes later! Se
Little Red Hen asked
od things
go
at
bread she m
th
vocabulary as the story Iiswonder
read,why
commenting
on
ds
yard frien
for help planting the seeds when she
lly lazy barn
of exceptiona
characters, and asking probing
questions.
Theverycards
t.
already knows
her friends arent
ou
lp
he
o
wh
e
come to thos
helpful. Maybe she thought they
also have specific guidance
for
supporting
childrens
might say yes this time.
Maybe Little Red Hen ate the bread

herself to teach her friends a lesson
about being more helpful. It looks
like her lesson worked!
scussion
ool Book Di
for Presch
What lesson did Dog, Cat,

Goose learn? How do you f
when you ask for help and
helps you? How do you fee
someone refuses to help you
aloud, and
The Vocabulary section offers
definitions in child-friendly
language that a teacher would
use to explain the words to
a preschooler, not formal
dictionary definitions.
The Supporting Social

Emotional Development
section describes how to use
the story to support childrens
development in this allimportant domain.
Vocabulary
groom
to make clean and

gossip
harvest
neat
to talk about peo

ple who arent the
re
in a hurtful way
or share their sec
rets
hoed
(point to illustration
) dug in the
ground using a hoe
(a hoe is a tool
used to dig up we
eds)
Third Read-Aloud
Before Reading
Encourage children to recall the
problem and solution.
Goose,
Red Hen
ont they
harvest it,
ad?
A few days ago, we read The Little Red

Hen. What is the problem in the story?
How does Little Red Hen teach Dog,
Cat, and Goose a lesson?
, and
feel
someone
el when
u?
First Read-Aloud
Before Reading
Introduce characters and the problem.
In The Little Red Hen, a Dog, a Goose,

and a Cat live with a Little Red Hen.
She works hard around the house, but
her friends dont help at all. One day
she finds a bag of wheat seeds and
decides to grow wheat so she can bake
bread. When she asks her friends to
help her plant the seeds and harvest
the wheat, they say no. Now she has
to decide whether or not she will share
the bread with them.
to pick foods suc

h as wheat,
vegetables, and fru
it when they are
ready to be picked
kneaded
(demonstrate action
) made or shaped
dough by foldin
g, stretching, and
pressing with you
r hands
miller
a person who gri
nds wheat into flou
muss
to make messy
chore
everyday work or
job around the
house or farm
alEmotional D
evelopment
What could Lit

tle Red Hen hav
e said
to her friends to
let them know she
was disappointed
that they would
nt
help her?
aroma
After Reading
Expand vocabulary:
Wonder aloud and ask follow-up

questions.
Guide children to reconstruct the

story as you turn the pages.
Manages feeling
s
a smell
While Reading
muss, chore, aroma
Supporting Soci
Responds to
emotional cue
s
Dog, Goose,
and Cat did not
see
that Little Red He
n felt bad about
not
getting help when
she asked. How
can
you tell when som
eone feels bad or
disappointed abo
ut something?
How would the story be different

if Dog, Goose, and Cat agreed to
help Little Red Hen plant the wheat,
harvest it, grind it, and make the
bread?
Read a few pages and allow the

children to reconstruct parts of the
story. Occasionally ask questions
such as What is happening here?
What do you think would happen 2
or What happens next? that help
if Dog, Goose, and Cat needed help
children recall the events of the story.
from Little Red Hen? What would
Before Reading
While
Reading
After
Reading
Encourage children to explain what
she do? What would you do?
Recall the characters and the problem.
Expand vocabulary by pointing to
characters are thinking and feeling. Invite explanations, wonder aloud, and
Second Read-Aloud
pictures, using gestures to dramatize,

and describing:
Comment on main characters thoughts

and actions.
When Little Red Hen asked her

friends to help her, they said no.
Little Red Hen did everything herself.
What would you have done if you
were Little Red Hen?
I wonder how Little Red Hen feels

about doing all the housework by
herself. I think she wishes her friends
would be more helpful.
Why do you think Little Red Hen

ate the bread all by herself? What
else could she have done to teach her
friends a lesson about being helpful?
groom, gossip, hoed, harvest, miller, muss,

kneaded, chore, aroma
I wonder why Little Red Hen asked

for help planting the seeds when she
already knows her friends arent very
helpful. Maybe she thought they
might say yes this time.
The Second Read-Aloud section

guides teachers to ask different
questions and add clarifying
comments as they read.
Invite explanations, wonder aloud, and

Why do you think Dog, Goose,

and Cat wont help Little Red Hen
around the house? Why dont they
help her plant the wheat, harvest it,
grind it, and make the bread?
What lesson did Dog, Cat, and
Goose learn? How do you feel
when you ask for help and someone
helps you? How do you feel when
someone refuses to help you?
Why do Dog, Goose, and Cat keep

saying no when Little Red Hen asks
them for help?
Dog, Goose, and Cat dont seem
to be paying attention to how hard
Little Red Hen works.
How do you think Dog, Goose,
and Cat feel when Little Red
Hen tells them they cant help her
eat the bread?
Maybe Little Red Hen ate the bread

herself to teach her friends a lesson
about being more helpful. It looks
like her lesson worked!
The Third Read-Aloud section

helps teachers invite children to
retell the story, calling on their
memories and comprehension
to identify the main characters
and important story elements. It
directs teachers to ask questions
such as, What is happening
here? or What do you think
[characters name] is thinking?
After Reading
Expand vocabulary using more

verbal explanations:
Were going to read The Little Red Hen

hoed, kneaded
again. You may remember that Little
Red Hen lives with Dog, Goose, and
Reinforce some previously
2010 Teachin
Cat, who are not very helpful around g Straintroduced
tegies, Inc. words by pointing to
TeachingStrate
the house. Little Red Hen asks them
picture and dramatizing: gies.com
to help her with something. What
groom, muss, chore, aroma
does she want help with? How do her
Comment on and ask follow-up
friends answer? What happens when
questions about the other characters.
its time to eat the bread that Little
I think Dog, Goose, and Cat have a
Red Hen made from the wheat she
very easy life. They play all day while
grew without their help?
Little Red Hen does all the work.
I think Little Red Hen is surprised

that her friends agreed to help her eat
the bread since they refused to help
her with everything else.
The First Read-Aloud section

helps teachers introduce the
problem in the story, present
new ideas and ways of thinking,
and ask questions after reading.
While Reading
Second Read-Aloud Session:
Sample question: How do you
Comment on and ask
think Dog, Goose, and Cat feel
follow-up questions about
when Little Red Hen tells them they
the other characters.
cant help her eat the bread?
27
Embedded Professional Development

Each of the resources in The Creative Curriculum for Preschool contains
embedded professional development support for teachers at all levels.
Teaching Guides include background
information about each featured study
topic, and references throughout draw
teachers attention to the research
behind each days activities. Intentional
Teaching Cards offer information to
guide teachers observations and provide
color-coded teaching sequences to help
teachers individualize instruction. The
Creative Curriculum for Preschool provides
moment-to-moment, day-to-day support
for teachers who want it, but theres also
plenty of flexibility and choice for teachers
at all levels of experience.
Interactive Online Course
This free 6-hour Curriculum Overview
online training course demonstrates
how the components of The Creative
Curriculum for Preschool work together
to build individualized, project-based
investigations in the classroom. Through
highly interactive modules, teachers will
practice gathering materials and planning
for implementation.
28
Getting Started DVD

The Getting Started DVD helps educators
do just thatbegin using The Creative
Curriculum for Preschool. Narrated by
Teaching Strategies authors, it provides a
brief introduction and overview of each
component of the curriculum. This inside
look at the curriculum's benefits helps
ensure that all teachers have the support
they need for successful implementation.
Embedded professional
development, shown here within
a Teaching Guide, ensures that
teachers are supported in a variety
of ways.
Guide to The Creative

Curriculum for Preschool:
The Guide walks teachers through
Preschool. It provides a thorough
overview of each component
and explains how everything
works together to help teachers
build high-quality programs for
children. With the Guide teachers
can easily see how the curriculum
helps them to focus on what
matters most for children and
how they can meet the Head Start
Child Development and Early
Learning Framework and state
early learning standards each and
every day.
29
Making Connections With Families

Opportunities for involving families are built into The Creative Curriculum for Preschool.
The resources and guidance embedded throughout the curriculum help teachers build
essential bridges between school and home and create meaningful partnerships with families.
Estudio de las pelotas, bolas y balones Para comenzar
The Classroom and Family

Resources CD-ROM
This disc contains Letters to Families,
Weekly Planning Forms, and
LearningGames. Like the other curriculum
materials, every family connection resource
is available in both English and Spanish.
Letters to Families
Carta a las familias

Started
EnveleThe
unaBalls
cartaStudy Getting
Apreciadas
familias,
a las familias para
Nosotros hemos notado que los nios tienen gran inters en las pelotas, bolas y balones.
informarles sobre el
Ellos sienten curiosidad por las distintas clases, cmo son usados, de qu estn hechos, qu
estudio. Use la carta
tienen adentro y qu tan alto pueden rebotar. Por eso creemos que un estudio de las pelotas,
para comunicarse
bolas y balones puede ser interesante.
y como una
Para poder realizar nuestro estudio, necesitamos su ayuda para reunir una coleccin de
oportunidad para
pelotas, bolas y balones con el fin de investigarlos. Si pueden colaborar, a continuacin, les
invitarles
a
participar.
Families,
Send families a letterofrecemosDear
algunas
sugerencias, pero sintanse libres de enviar cualquier tipo que no est
A Letter to Families
introducing the
incluido en
lista.noticed
Los cuidaremos
bien y se
devolveremos
fin del
estudio.
Welahave
that the children
arelos
very
interested inalballs.
Theyre
curious about
study. Use the letter
different kinds of balls, how people use balls, what they are made of, what is inside
to communicate with
and how high theyping-pong,
can bounce.
We (mota)
think balls will
makepelota
an interesting
balnthem,
de baloncesto,
bolita
de golf,
de playa,study.
families and as an
baln de ftbol, baln de
de algodn, bolitas de
pelota de tenis, pelota
If you can, we would like your help in gathering a collection of balls to investigate. Well
opportunity to invite
voleibol, bola de billar,
cristal, canicas, globos,
Koosh , pelota WIFFLE ,
need many different types of balls. Heres a list of suggestions, but you may also send in
them to participate in bola de
pelotas para mascotas
bolos, bola de
pelota de bisbol, pelota
the study.
balls that are not on the list. Well take good care of them so we can return them to you
at the end of the study.
A medida que estudiemos las pelotas, bolas y balones, se aprendern conceptos y se
desarrollarn destrezas en lectoescritura, matemticas, ciencia, estudios sociales, tecnologa y
baseball,
basketball,
racquetball,haciendo
ball, football,
golf ball,
las artes. Al mismo
tiempo
desarrollaremos destrezas
de razonamiento
investigando,
beach ball, bowling
soccer ball, tennis
kickball, Koosh ball,
preguntas, resolviendo problemas, haciendo predicciones y comprobando nuestras ideas.
These letters introduce families to

learning in each interest area and study,
informing them of opportunities for family
participation and support. Teachers can use
these letters as they were written or they
may choose to adapt them as necessary.
ball, cotton ball,
crystal ball, doggie

Qu se puede
hacer en el hogar
marble, ping-pong ball,
ball, volleyball,
pool (billiard) ball,
WIFFLE ball
Pasen tiempo con su nio o nia jugando con pelotas, bolas y balones de todas las formas,
As we study
we will
andbolas
skills de
in tenis,
literacy,
math,
social
tipos y tamaos,
comoballs,
pelotas
paralearn
jugarconcepts
en el patio,
bolas
de science,
ping-pong,
studies,balones
the arts,deand
technology.
also be using
thinking
skills
to investigate,
pelotas Koosh,
voleibol,
pelotasWell
de bisbol,
balones
de ftbol
y canicas.
Hablenask
questions,
make
predictions,
test our
sobre el material
consolve
que problems,
estn hechas,
si son
pesadas oand
livianas
o siideas.
son grandes o pequeas.
Weekly Plans
These prefilled weekly planning forms
help teachers prepare for each day and
share information with families. Designed
to be easily adapted by teachers, these
convenient forms save time and assist with
organization, allowing teachers to spend
more time with children and less time
on paperwork. Teachers can display these
forms in the classroom or send them home
with children so families can see whats
planned for the class that week.
Piensen en
voz alta
estimular
el pensamiento de los nios. Por ejemplo, ustedes
What
Youpara
Can
Do at Home
podran decir, Me pregunto qu tiene adentro una pelota de tenis. Me pregunto qu tan
Spend time with your child, playing with
balls of all shapes, types, and sizes, such as
Maestro/a:
lejos podemos lanzar una bola de papel de aluminio, una pelota de playa o una pelota de
playground balls, tennis balls, ping-pong balls, Koosh balls, volleyballs, baseballs,
tenis.
Cmo
podemos
averiguarlo?
Estudio: Las pelotas,footballs,
bolas y balones
del of,
tpico:
Qu
de las pelotas, bolas y balones?
and marbles. Talk about whatExploracin
the balls are made
whether
theysabemos
are heavyacerca
or
light,
and whether
are big
or little.
Al jugar con
pelotas,
bolas ythey
balones,
ayuden
a su nio o nia a usar todos los sentidos.
lunes
martes
mircoles
jueves
viernes
Ustedes podran preguntar, A qu se parece? Cmo se siente? Cmo suena? A qu huele?
reas de inters
Biblioteca:
libros
Juguetes
y juegos:
Juguetes
juegos:
Juguetes y juegos:
Juguetes y juegos:
Wonder
aloud with
your child to
encourage
his or her thinking
aboutyballs.
For
acerca
de
las
pelotas,
pelotas,
recipients
para
canastas
o
cajas
para
caja con tapa;
example,
might ask,
I ywonder
inside
a tennisenball.
how far you can
Vean cuntos
tiposyou
de pelotas,
bolas
baloneswhats
pueden
encontrar
casaI wonder
y en el vecindario.
bolas y balones
bolas y balones
organizar la coleccin organizar la coleccin coleccin interesante
throw a foil ball, a beach ball, or a tennis ball. How can we find out?
de pelotas pequeos
Busquen ejemplos de pelotas a su alrededor mientras viajen en el auto, el autobs o el tren.
laof his orComputadoras:
HelpComputadoras:
your child use all
her senses when la
playing with balls. You might ask, Computadoras: la
Al finalizar nuestro
estudio,
tendremos
un
eventoelectrnica
especial para celebrar lo aprendido. De
version
electrnica
de
versin
versin
electrnica
de
Computadoras:
la
Week of:
Teacher:
What does it look like? Feel like? Sound like? Smell like?
antemano, lesLa
agradecemos
su participacin
y su importante
rol en nuestro aprendizaje.
gallinita roja
Pelotas,
bolas y
Pelotas, bolas y
versin electrnica de
Balones
balones
La
gallinita
roja
See
how
many
types
of
balls
you
can
find
around
the
house
and
in
your
neighborhood.
Study: Balls
Exploring the Topic: What do we know about balls? What do we want to find out?
Semana:
Interest
Areas
Large
Group
Play a game while riding in the car, bus, or train. Think of all the words that contain the
Tuesday
Wednesday
Thursday
Friday
wordJuego:
ball inQu
them.hay
Look for examples of balls
around you. Juego: Qu hay
Pantalones
Tengo un
Toys and
Games: ball Cancin:
Toys and
Games:
Toys and Games: Cancin:Toys
and Games:Movimiento:
box with Hacer
dentro
de
la
caja?
rojos
dentro
de
la
caja?
amiguito
rebotar una
collection
to organize
containers
to organize
lid; interesting collection
of pelota
At the
end of our study, well havecontainers
a special event
to show you what
weve learned.
the ball collection
the ball collection
small balls
Thank
you for playing
Comentarios
y an important role in our learning. Comentarios y
Comentarios y
Comentarios y
Computer: ebook
Computer: ebook
escritura compartida:
Comentarios y
version of The Little version of Have a Ball
Computer: ebook
Distintas pelotas,
Qu podemos hacer
Qu sabemos
Qu queremos
Red Hen
version of Have a Ball
The Little Red Hen
bolas y balones
Intercambiar pelotas
con las pelotas, bolas
acerca de las pelotas,
averiguar?
y balones?
bolas y balones?
Monday
Todo el grupo
Library: books
about balls
Game: Whats
Inside the Box?
Lectura en voz alta
Song: She Brought a

Football
La gallinita roja
Discussion and
Shared Writing:
Types of Balls
Grupos pequeos

Writing: Share a Ball
ReadAloud
The Little Red Hen
Small
Group
Option 1: Busy Bs
Opcin 1:
Trabalenguas
Opcin 2: Clasificar
sonidos
Have a Ball
Game: Whats Inside

Song: Clap a Friends
Movement: Bouncing a Ball
the Box?
Name
Pelotas, bolas y
La gallinita roja
Pelotas, bolas y
La gallinita roja
balones
balones
Writing: What Do We Want
Writing: What Can We
Writing: What Do We
to Find Out About Balls?
Do With Balls?
Know About Balls?
Opcin 1: Comparar y Opcin 1: Sonia salta Opcin 1: Puedes
Opcin 1: Contar la
describir pelotas,
adivinar?
coleccin
bolas y balones
Opcin 2: Sonia salta
y Daniel danza
Opcin 2: Cul tiene Opcin 2: Hacer
Opcin 2:
ms?
rebotar y contar
The Little Red Hen
Have a Ball
The Little Red Hen
Caractersticas en
palabras e imgenes
Option 1: Comparing
Option 1: Laughing Leo
and Describing Balls
Experiencias
al aire
bolas2:
y balones
Option 2: Sorting
B libre: Una variedad de pelotas,
Option
Laughing Leo
Option 2: Features of
and Dancing Daphne
the Ball Collection in
Words and Pictures
Option 1: Can You

Guess?
Option 1: Counting the

Collection
Option 2: Whats More?
Option 2: Bounce & Count
Outdoor Experiences: Variety of Balls
These resources can be found on the Classroom and Family Resources CD-ROM.
30
Game 107
e
M
t
u
o
b
A
k
o
o
B
A
Your book tells a
lot about you.
ild to save
Encourage your ch
rtant to
items that are impo
put them
him, and help him
in a book.
the
Your child can use
po
im rtant
Yo bo
sharehar,
pued
ok otomarc
t pued
life with
estsmarc
har.
of his
aspec
ily.
fam
d
an
friends
Jueg
Imitar lo qu
hace otr
Marchar, marchar,
marchar!
Juegue con su nia a imitar

mencionando las acciones q
usted haga mientras las ejec
eBook DVD
includes eBook DVDs. These DVDs contain
English and Spanish titles from the Teaching
Strategies Childrens Book Collection. The
eBook DVD makes it possible for family
members to participate directly in literacy
experiences that are essential for childrens
development and learning.
Copy right 2007 Josep
h Sparling
Su nia tendr oportunidad

decir palabras que le servir
para dar y seguir instruccion
can be found
LearningGames
and Family
on the Classroom
M.
Resources CD-RO
Esta actividad es apropiada para los
nios y para las nias.

Copyright 2008 Joseph Sparling
LearningGames
This award-winning, research-validated
series offers 20 ready-to-print activities for
teachers to use in the classroom and share
with families to use at home. LearningGames
provide families with easy-to-use, engaging
activities that bridge what is learned at school
with what families can do at home.
31
ent
How The Creative Curriculum for Preschool

Supports English Language Development
The Creative Curriculum for Preschool offers complete support for working with Englishand dual-language learners in classrooms where English is the language of instruction
and in classrooms where English and other languages are spoken.
02
Discussion Cards
for Preschool Book
The Mitten
The Mitten
by Jan Brett
snowknits him a pair of

Nickis grandmother
of the
Nicki drops one
white mittens. When
realizing
he goes on without
mittens in the snow,
woodland
One by one, several
that it is missing.
d Nickis
than the lastfin
animalseach larger
it to get warm.
and crawl inside
lost white mitten
?
residents
its
and
the mitten
What becomes of
om
TeachingStrategies.c
Strategies, Inc.
2010 Teaching
Best Practices for Teaching

English- and Dual-Language
Learners
With support through the curriculum
for English- and dual-language learners,
the curriculum volumes and daily
practice resources help build teachers
knowledge about best practices. Detailed
guidance throughout the resources helps
teachers to individualize instruction
to meet the needs of all children
regardless of their home language.
The curriculum provides educators
with important background research
and theory about English language
development and second language
acquisition. It tackles myths and
misperceptions about learning a
second language and describes, stepby-step, the developmental sequence
of English language acquisition, with
detailed descriptions of what teachers
will observe in the classroom.
Beyond theory, the curriculum offers

specific strategies to support the learning
and development of all children:
Ideas for incorporating childrens
home values, cultures, and family
traditions into the classroom
Social-emotional strategies for building
relationships and increasing childrens
comfort and confidence in the classroom
Instructional strategies to facilitate
receptive and expressive language
acquisition and understanding
Strategies for promoting comprehension
during read-aloud time
Small group activities that support childrens
learning in both English and Spanish
32
Fully Bilingual To Meet Your Needs.

To support classrooms where Spanish
is spoken, The Creative Curriculum for
Preschool is available in three ways: in
English, in Spanish, or as a fully bilingual
curriculum. The bilingual option offers
all curriculum components
in both Spanish and in English,
meaning that programs can
30
make the choice that best
fits their unique needs.
Adapte la cancin para usarla en

otras actividades:
Naranja dulce, limn partido,

comamos juntos, yo se los pido.
Comamos juntos con apetito,
comamos juntos poco a poquito.
leamos juntos, yo se los pido.
Leamos juntos con atencin,
leamos juntos con emocin.
os!
Bailemos junt
Objetivo 35 ptos del baile y el

Explora conce
14, 34, 36
movimiento
3, 4, 5, 8, 11,
ados:
Objetivos relacion
1,
Qu hacer
1. Cante esta
dulce.
ritmo
cancin al
de Naranja
agregar
nios para
ideas de los
2. Use las
lo, giremos,
, por ejemp
os.
movimientos
volemos, nadem
, saltemos,
marchemos
o,
limn partid
Naranja dulce,
pido.
bailem
gracia,
con mucha
Bailemos juntos
ganas.
con muchas
bailemos juntos
, yo se los
El Currculo Creativo para educacin preescolar: Tarjetas de enseanza
os juntosintencional
SE18
Dar nimo
MightyMinutes_26-51_spCX.indd 10
10/15/10
6-51_spCX.indd
MightyMinutes_2
10/15/10 5:08:41 PM
5:08:41 PM
Objetivo 1
Regula las emociones
y los comportamientos
Qu hacer
Objetivos relacionados: 2, 3, 8, 9, 10, 11, 12
En lugar de elogiar a los nios

diciendo buen trabajo, deles nimo explicando
exactamente qu estn haciendo de manera
apropiada, que merece ser destacado. Al reconocer
lo que estn haciendo, usted les dar nimo y
les mostrar aprecio por los esfuerzos realizados,
sin juzgarlos. Cuando usted dirige la atencin a
los comportamientos y a las acciones especficas
de los nios, ellos desarrollan una motivacin
intrnseca y la habilidad de evaluarse a s mismos.
Hacer afirmaciones para darles reconocimiento y
nimo tambin ayuda a que los nios persistan en
tareas exigentes, lo cual les ayuda a desarrollar una
de las formas esenciales de abordar el aprendizaje.
Informacin bsica:
pequeos, trate de usar este tipo de

declaraciones para modificar situaciones
negativas. Por ejemplo, Yo s que te
esfuerzas por recordar que debes usar
un tono de voz respetuoso al hablar
conmigo en lugar de decir, Deja de usar
En lugar de decir Ese es un gran edificio,

dele nimo diciendo: Usaste todos los bloques
cuadrados pequeos. Quieres contarme algo
acerca de ese edificio?.
ese tono de voz.
En lugar de decir Me gusta la manera en que

ests compartiendo, describa lo que hizo el nio
o nia. T le ofreciste a Camila algunas cuentas
para que ella tambin pudiera hacer un collar.
Ella est muy contenta por eso.
apropiado, tquelo suavemente.
acciones del nio o nia. Sea especfico y evite hacer
Cuando est respondiendo a nios
En lugar de decir Hoy te ves muy guapo,

podra decir: Ver tu gran sonrisa me hace
sonrer a m tambin! Te ves muy contento esta
maana.
1. Colquese al nivel de los ojos del nio o nia. Si es
2. Describa con precisin el comportamiento y las
Ideas adicionales
En lugar de decir Tu dibujo es muy bonito,

reconozca y fomente el esfuerzo que el nio ha
hecho para realizarlo. Pintaste todo tu papel
de amarillo e hiciste puntos naranja en la parte
de arriba.
Asegrese de captar la atencin de los

nios. Haga notar detalles especficos
usando palabras sencillas y gestos.**
Cuando haga preguntas acerca de

las acciones de los nios, ofrezca dos
posibilidades de respuesta y permtales
elegir.
3. Exprese lo que usted siente mediante su tono de voz,
juicios.
su lenguaje corporal y sus expresiones faciales.
Asegrese de dar suficiente tiempo para

que los nios puedan pensar y responder.
Incluya a los nios que aprenden una

segunda lengua al igual que a los nios
que hablan esa lengua.**

sus observaciones
Use afirmaciones reflexivas para describir las acciones y comportamientos de los nios. Diga lo
AMARILLO
que vio que el nio o nia estaba haciendo.

a cada nio o nia:
Esperaste hasta que los otros nios se bajaron y luego trepaste hasta la parte ms alta del
escalador!
Cmo respondi a las palabras de nimo
Nicols, t ests compartiendo tus pinturas con Pedro. Vi que le diste el vaso con pintura
roja.
VERDE
que usted le dio?
Qu idioma us para describir sus

acciones?
Veo que ests pintando, dando pinceladas largas, hacia arriba y hacia abajo.
Miguel y Jimena, ustedes colocaron todos los bloques en el estante en el lugar
correspondiente!
Practical tips embedded throughout

the resources that support English-language
learners throughout the day
acerca de sus acciones y comportamientos.
Culturally and linguistically appropriate

resources in Spanish, to help teachers
support all aspects of development for
Spanish-speaking children, including
Spanish language and literacy
Hace un rato vi que tu torre se derrumb varias veces. Ahora se ve resistente. Cmo
resolviste tu problema de construccin?
AZUL
Vctor e Isaas, vi que ustedes dos queran usar el botiqun del doctor. Cmo decidieron
turnarse para usarlo?
valle
terreno en medio
de montaas
colinas que
o
a menudo tiene
un ro o
arroyo que lo
atraviesa
piedra
algo muy duro

y pesado,
como una roca
casco
Assessment strategies based on a childs

level of English language acquisition
Ways to meaningfully engage families
in the program, and support the
use of their home language
Anime al nio o nia a reflexionar sobre su proceso de tomar decisiones, hacindole preguntas
VERDE
Vocabulario
la parte dura
que cubre la
parte baja de
las patas de
los animales,
tales como la
de los caball
os, venados
y chivos
cuernitos
cuernos muy
pequeos
flacos como
un alfiler
os
estremecer
atroz
muy feo
no estar bien
balanceado
por tener
miedo
tablas
pisotear
pedazos de mader
a largos y plano
temblar
sacudirse
bocado
un sorbo grand
Apoyando el
MORADO
muy delgad
golpear fuerte
y rpido en
el piso con
los pies
Maneja las
emociones
06
Me parece que esa parte del rbol que dibujaste tiene una textura diferente. Por qu elegiste
pintar con las esponjas para hacer la copa del rbol?
desCmo
te sentiste cuando trepaste a la parte ms alta del escalador sin ayuda?
arrollo
socio-emoci
onal
Cmo se
sentir
diferente ustede an y actuaran
s si fueran ms
grandes?
Si ustede
s estuvieran
en el medio
otros ms grand
de
es y ms peque
que ustedes,
cmo se sentir os
an?
Cuntenno
s de alguna
vez en
que ustedes
han deseado
ser ms
grandes. Cunt
ennos de alguna
en que estuvi
vez
eron felices
de ser ms
pequeos (o
ms grandes)
que otra
persona.
Resuelve
problemas
sociales
Cabrito Chiqu
ito tuvo un
plan para
cruzar el puent
e, pero todos
los tres
cabritos tuvier
on que trabaj
ar juntos
para obtener
el resultado
deseado.
Qu proble
mas han resuel
to ustedes
trabajando con
un amigo o
una
amiga?
Los tres cabrit
os
El Currcu
lo Creativo
para educac
in
Los tres cabr
Versin de Bon
nie
Dobkin
preescolar
Tarjetas: Hablem
os
itos
Enfrentndo
se a una escase
z de comida,
los tres
nos deben cruzar
un puente para
conseguir llegar
a una prader
a de pasto fresco
el viaje es peligr
. Pero
oso hay un
ogro horrible
debajo del puent
que vive
e y est bastan
te hambriento
deseoso por
y
tener una rica
cena de cabrit
los hermanos
o. Podrn
engaar al ogro
traicionero
podra preven
quien
ir que los cabrit
os lleguen a
comida? Descu
su prxima
brmoslo!
cabritos herma
ITC_Social_Emotional_sp.indd 18
BDC_sp.indd
11
2010 Teachi
ng Strateg
ies,
10/15/10 12:38:41 PM
Inc. Teachi
ngStrategies.
com
2010 Teachi
ng Strateg
ies,
Inc. Teachi
ngStrategies.
com
10/15/10
The curriculum ensures teachers are prepared

with the tools they need to effectively
promote the growth and development of all
the children in their classroomcreating
confident, successful bilingual learners.
33
12:52:45 PM
de libros
Comprehensive. Inclusive. Intentional.
Sample Pages
Putting It All Together

Now that you have an idea of the big picturehow The Creative Curriculum
for Preschool is organized and what the individual pieces areits time to
look at how everything fits together to create a seamless day of teaching.
First Step: Get Organized. The Resource Organizer is a specially designed binder in which you can
assemble the resources for the day to keep them close at hand. The Teaching Guide slides into the center
pocket of the binder. The side pockets are designed to hold the Intentional Teaching Cards, Book
Discussion Cards, Mighty Minutes, and childrens books that youll be using that day. To help make sure
youre fully prepared, the At a Glance pages for each investigation provide a list of all the materials that
youll need to assemble for any given day. Those pages precede each investigation (see pages 4043).
Next Step: Review the Study. On the following pages, youll find excerpts from the Balls Study,
including each of the supporting resources you would need to implement one day of the study.
These excerpts will give you a sense of the
guidance that youll find in each component
of the curriculum.
35
Balls Study: Table of Contents

Get started by reviewing the Table of Contents in the Teaching Guide.
The highlighted text indicates the sample resources found in this Touring Guide. The Teaching Guide provides all the information needed
to go step-by-step and day-by-day through the entire study: background information to get started, preparatory resources to help begin the
study and explore the topic, daily guidance for investigations, and suggestions on how to celebrate and close the experience.
Table of Contents
Getting Started
Beginning
the Study
Investigating
the Topic
Why Investigate Balls?
Web of Investigations
A Letter to Families
10
Introducing the Topic
11
Preparing for Wow! Experiences
12
Exploring the Topic

(Days 15)
26
Investigation 1: Do all balls bounce?

(Days 13)
34
Investigation 2: Do all balls roll?

(Days 13)
42
Investigation 3: What makes balls move?

(Days 12)
48
Contenido
Para
comenzar
Inicio del
estudio
Investigation 5: What are balls made of?

(Days 15)
72
Further Questions to Investigate
74
Our Investigation
Por qu investigar las pelotas, bolas y balones?
Red de investigaciones
Carta a las familias
10 Presentacin del tema

11 Preparacin para las Experiencias sorprendentes
12 Exploracin del tema
(Das 1 a 5)
Investigacin
del tema
Investigation 4: Who uses balls?

(Days 15)
60
26 Investigacin 1: Todas las pelotas, bolas y balones rebotan?

(Das 1 a 3)
34 Investigacin 2: Todas las pelotas, bolas y balones ruedan?
(Das 1 a 3)
42 Investigacin 3: Qu hace mover las pelotas, bolas y balones?
(Das 1 a 2)
48 Investigacin 4: Quin usa las pelotas, bolas y balones?
(Das 1 a 5)
60 Investigacin 5: De qu estn hechos?
Celebrating
Learning
Resources
81
Closing the Study
82
Celebrating Learning
(Days 12)
88
Reflecting on the Study
91
Background Information for Teachers
92
Childrens Books
93
Teacher Resources
94
Weekly Planning Form
(Das 1 a 5)
72 Preguntas adicionales para investigar
74 Nuestra investigacin
Celebracin
de lo
aprendido
Recursos
81 Finalizacin del estudio

82 Celebracin de lo aprendido
(Das 1 a 2)
88 Para reflexionar acerca del estudio
90 Informacin para los maestros

92 Libros de literatura infantil
10/15/10 1:12:11 PM
93 Recursos para los maestros

94 Plan semanal
36
10/15/10 1:11:17 PM
Why Investigate Balls?

At the start of every study is a
Why Investigate...? section
that helps provide context.
All the study topics in The Creative
Curriculum for Preschoolsuch as balls,
trees, and buildingsare topics that are
already of interest to children and relevant
to their daily lives. This is one of the major
distinguishing features of The Creative
Curriculum for Preschool: the study topics
are relevant torather than removed
fromthe everyday lives of children.
The studies involve children in hands-on
exploration, problem solving,
and communication.
The Balls
Study Get
ting Starte
Why Inves
tigate Balls
Children lo
ve balls. Th
ey play wit
in many di
h them
fferent way
This study
s. They thro
shows how
catch them
w them,
to use child
, kick them
interest in
rens
,
an
balls to help
d roll them
with seemin
them explor
gly endless
st
udies and sc
e social
de
lig
ht. Childre
ience concep
learn how na
n
ts related to
tural forces
features an
the
, such as gr
d
na
tu
and friction
re of balls,
avity
, affect the
and to use
skills in liter
movement
ac
y,
and they en
m
at
of
h,
balls,
technology
joy making
arts as they
, and the
balls, marbl
investigate.
and other ro
es,
lling object
s change sp
and directio
eed
n. The univ
How do th
ersal and en
appeal of ba
e children
during
lls is eviden
in your ro
show thei
om
t
in
th
r interest
e traditiona
games child
in balls?
l
ren play wit
do they sa
What
h them and
y about ba
ways they in
lls?
in the
vent their ow
n ball games
.
Estudio de las pelotas, bolas y balones Para comenzar
Por qu investigar las pelotas, bolas y balones?

A los nios les encantan las pelotas,
bolas y balones. Ellos juegan de distintas
maneras, los lanzan, atrapan, patean
y hacen rodar con un aparente placer
infinito. Los nios aprenden que la
fuerza de gravedad y la friccin afectan el
movimiento y disfrutan haciendo que las
The Crea
tive Curric
bolitas, canicas y otros objetos rodantes
ulum for
Preschoo
l de direccin y velocidad. El
cambien
encanto universal y perdurable de las
pelotas, bolas y balones se hace evidente
en los juegos tradicionales e inventados
por los nios.
En este estudio se muestra cmo

aprovechar el inters de los nios en las
pelotas, bolas y balones para ayudarles
a explorar conceptos de los estudios
sociales y la ciencia relacionados con
las caractersticas y la naturaleza de
distintas pelotas, bolas y balones, y para
que usen sus destrezas de lectoescritura,
matemticas, tecnologa y las artes
mientras investigan.
Cmo manifiestan los nios su
inters en las pelotas, bolas y

balones? Qu dicen acerca de ellos?
37
10/15/10
1:12:11 PM
A Web of Investigations
This section introduces the concept of

an idea web, a way to think about the
important ideas related to a topic and the
areas that children might explore. Each
study includes a preliminary idea web that
has extra space for teachers to record their
own ideas.
is also included at the

beginning of every study.
d
The Balls Study Getting Starte
ns of the
site visit as well as demonstratio
by family
use of balls in sports and exercise
igation
members and friends. Each invest
science and
explores important concepts in
ens
social studies and strengthens childr
and the
skills in literacy, math, technology,
your own
arts. Expand this web by adding
Balls
The Teaching Guide Featuring the
s through
Study includes five investigation
that
which children explore the balls
s
fascinate them. The investigation
activities
incorporate indoor and outdoor
balls
about the scientific properties of
and
why they bounce, roll, and move
rate.
opportunities for children to coope
include a
Some of the investigations also
In this way, teachers can adapt the Teaching

Guide to the resources that are available in
the community and the particular learning
they want to emphasize.
d
The Balls Study Getting Starte
speed
shape
distance
Investigation 2
Do all balls roll?
page 34
ideas.
energy or
force
height
weight
Investigation 3
What makes balls move?
Investigation 1
Do all balls bounce?
size
page 42
page 26
muscles
shape
construction
workers
children
Our Investigation
different materials
exercisers
page 74
Investigation 4
Who uses balls?
Investigation 5
What are balls made of?
y balones Para comenzar

Estudio de las pelotas, bolas
page 48
page 60
y balones Para comenzar

Estudio de las pelotas, bolas
athletes
hollow or solid
5
Red de investigaciones
4
d 4-5
TeachingGuide_Balls_TX.ind
Preschool
de las
En la Gua de enseanza: estudio
cinco
pelotas, bolas y balones se incluyen
los
investigaciones travs de las cuales
y balones
nios exploran las pelotas, bolas
gaciones
que les fascinan. En estas investi
o y al aire
se incorporan actividades adentr
dades
libre, relacionadas con las propie
y
fsicas por qu rebotan, ruedan
los
se mueven mediante las cuales
ar
nios tienen oportunidades de cooper
es
unos con otros. Algunas investigacion
en
incluyen demostraciones de su uso
do por
los deportes y el ejercicio realiza
visita
parientes y amigos y tambin una
gacin
a un sitio. Adems, en cada investi
tos de
se exploran importantes concep
se
la ciencia y los estudios sociales y
,
fortalecen destrezas de lectoescritura
Ample
matemticas, tecnologa y las artes.
esta red agregando sus propias ideas.
10/15/10 1:12:11 PM
velocidad
forma
distancia
Investigacin 2
Todas las pelotas, bolas
y balones ruedan?
pgina 34
energa o
fuerza
peso
Investigacin 3
Qu hace mover las
pelotas, bolas y balones?
Investigacin 1
y balones rebotan?
tamao
pgina 42
pgina 26
los msculos
forma
trabajadores de
la construccin
los nios
Nuestra investigacin
materiales
diferentes
pgina 74
Investigacin 5
De qu estn hechos?
38
pgina 60
huecas o
compactas
personas que
hacen ejercicio
Investigacin 4
Quin usa las pelotas,
las bolas y los balones?
pgina 48
los deportistas
Sample Pages
Putting It Into Practice

Heres an example of one
teachers idea web.
Notice how she begins with the study
topicballsand branches out to identify
many areas of exploration that interest the
children in her classroom. From the idea
web, this teacher and her class are able to
identify what they already know about
balls. Then they identify the questions they
want to answer.
39
At a Glance, Investigation 1
Next Step:
Plan and Prepare
The At a Glance pages that precede
every exploration and investigation
help teachers with planning. They
provide a birds-eye view of what the
next few days will look like.
ATAAGlAnCE
GLANCE
AT

Day 1
The number of days the teacher sees

on the At a Glance chart will vary
according to the question(s) being
investigated and how involved
children become.
Interest Areas
Day 2
Toys and Games: sorting trays; a variety
of small balls and circles
Computer: ebook version of The Three Billy
Goats Gruff
Question of the Day
Do you think all balls bounce?
Is your head bigger or smaller than this

ball?
Large Group
Movement: The Imaginary Ball
Discussion and Shared Writing: Which Balls Will
Discussion and Shared Writing: Height
Materials: Mighty Minutes 41, The Imaginary

Ball; ball collection; numeral cards; digital camera;
Play Ball
Materials: Mighty Minutes 15, Say It,

Show It; ball collection
The Three Billy Goats Gruff

Book Discussion Card 06 (first read-aloud)
Bounce
Option 1: Rhymes With Ball
Option 1: The Long and Short of It
Intentional Teaching Card LL10, Rhyming Chart;

poem or song with rhyming words; prop that
illustrates poem or song
Intentional Teaching Card M25, The

Long and Short of It; ribbons of equal
width, cut into different lengths
Option 2: Rhyming Zoo
Option 2: How Big Around?
Intentional Teaching Card LL14, Did You Ever

See?; pictures of familiar animals; audio recorder
Intentional Teaching Card M62, How

Big Around?; a variety of circular
objects; ball of yarn or string; scissors
Mighty Minutes 30, Bounce, Bounce, Bounce
Mighty Minutes 33, Thumbs Up; two

items with the same initial sound
Bounce?
Read-Aloud
Question of the Day

As part of the morning
arrival routine and with
help from the teacher or
a family member, children
will answer a question
related to something
planned for that day.
Small Group
MaterialsThe
At a Glance chart shows
all the materials and
books the teacher needs
to gather for each day
of the investigation.
40
Toys and Games: sorting trays; a variety of small
balls
Questions for Exploration

or Investigation
In addition to childrens
own questions, these
pre-selected questions
actively involve children
in the topic they are
studying. Children
explore them by engaging
in hands-on experiences
that enable them to
practice important
investigatory skills.
Childrens Literature
During each study,
the teacher uses both
fiction and nonfiction
books from the Teaching
Strategies Childrens
Book Collection. The
nonfiction titles
will relate closely to the
study topic.
Investigation 1
Mighty Minutes
26
TeachingGuide_Balls_TX.indd 26-27
and Bounciness
Sample Pages
Day 3
Toys and Games: add spheres and circles
to sort
Computer: ebook version of The Three Billy
Goats Gruff
Make Time For
Bouncing Balls
Test balls outside to see which balls bounce

the highest. Invite the children to make
predictions and test them.
Do heavy balls bounce?
Invite the children to test how balls bounce

on different surfaces, e.g., rocks, sand, grass,
and concrete.
Song: Clap a Friends Name
If possible, have children test the balls by

dropping them from various heights, e.g.,
slide, steps, and climber.
Discussion and Shared Writing: Weight and
Bounciness
Materials: Mighty Minutes 40, Clap a
Friends Name; ball collection
Outdoor Experiences
These activities either
relate to the study
topic or present an
intentional opportunity
for promoting childrens
gross motor skills.
Outdoor Experiences
Family Partnerships
This section offers
suggestions for
involving childrens
families in the program.
Physical Fun
Use Intentional Teaching Card P05, Throw

Hard, Throw Far, and follow the guidance
on the card.
WOW! Experiences
(not shown on this
page) Each study
suggests special events
to enhance childrens
experiences, such as
having visitors in the
classroom, site visits,
or celebrations.
Family Partnerships
The Three Billy Goats Gruff
Book Discussion Card 06 (second read-aloud)
Send home a note to families encouraging

them to talk with their children about their
favorite childhood ball games.
Option 1: Letters, Letters, Letters
Invite families to access the ebook, The Three

Billy Goats Gruff.
Intentional Teaching Card LL07, Letters,

Letters, Letters; alphabet rubber stamps;
colored inkpads; construction paper
Option 2: Buried Treasures
Intentional Teaching Card LL21, Buried

Treasures; magnetic letters; large magnet;
ruler; tape; sand table with sand
Mighty Minutes 37, Little Ball; ball
27
10/15/10 1:12:14 PM
41
Un vistazo, Investigacin 1
Siguiente paso:
Planificar y preparar
Las pginas Un vistazo que
se encuentran antes de cada
exploracin o investigacin lo
ayudan a planificar. Estas le
proveen una visin general de
cmo sern sus siguientes das.
uN visTAzo
Todas las pelotas, bolas y balones rebotan?

Da 1
reas de inters
Los nmeros de das que vea en

la tabla Un vistazo variarn
dependiendo de la pregunta
que se est investigando y cuan
envueltos estn los nios.
Preguntas de exploracin
o investigacinAdems
de las preguntas de los
nios, estas preguntas
pre-seleccionadas atraen
activamente su atencin
al tema que estn
estudiando. Los nios las
exploran participando en
experiencias prcticas
que apoyan su aprendizaje
y el uso de importantes
destrezas de investigacin.
Pregunta del da
Como parte de la rutina
de llegada en la maana
y con su ayuda o la de un
miembro de la familia, los
nios contestarn una
pregunta relacionada
a algo planificado para
ese da.
42
Juguetes y juegos: bandejas para

clasificar; bolas pequeas distintas
Da 2
Juguetes y juegos: bandejas para clasificar,
bolas pequeas distintas
Computadoras: la versin electrnica de
Los tres cabritos
Pregunta del da
Todo el grupo
Ustedes creen que todas las pelotas

rebotan?
Su cabeza es ms grande o ms pequea que

esta pelota?
Movimiento: La pelota imaginaria
Comentarios y escritura compartida:
Lectura en voz alta
Grupos pequeos
Mega Minutos
26
TeachingGuide_Balls_sp.indd 26-27
Comentarios y escritura compartida: La altura
Qu pelotas rebotarn?
y la capacidad de rebotar
Materiales: Mega Minutos 41, La pelota

imaginaria; pelotas, bolas y balones;
tarjetas de nmeros; cmara digital;
Pelota, pelota
Materiales: Mega Minutos 15, Tin, marn de

do ping; pelotas, bolas y balones
Los tres cabritos

Hablemos de Libros 06
(primera lectura en voz alta)
A rebotar!
Opcin 1: Rimas
Opcin 1: La longitud y la anchura
Enseanza Intencional LL10, Lista de

rimas; un poema o una cancin con
palabras que rimen; un accesorio que
ilustre el poema o la cancin
Enseanza Intencional M25, La longitud y la

anchura; cinta del mismo ancho cortada en
largos diferentes
Opcin 2: Rimas con animales
Enseanza Intencional M62, Qu tan grueso

es?; varios objetos circulares; una madeja de lana
o cuerda; tijeras
Enseanza Intencional LL14, A mi

burro le duele; imgenes de animales
conocidos; una grabadora
MaterialesLa tabla
de Un vistazo muestra
todos los materiales y
libros que necesitar
para cada da de la
investigacin.
Literatura infantil
Durante cada estudio
usted usar tanto libros
de ficcin como de
no ficcin de nuestra
Coleccin de literatura
infantil de Teaching
Strategies. Los ttulos de
no ficcin se relacionarn
estrechamente con el
tema del estudio.
Investigacin 1
Mega Minutos 30, Bailemos juntos!
Opcin 2: Qu tan grueso es?
Mega Minutos 33, Arriba y abajo; dos objetos

cuyos nombres comiencen con el mismo sonido;
un objeto conocido de dos o tres dimensiones
Sample Pages
Da 3
Juguetes y juegos: agregue esferas y crculos para
clasificar
Computadoras: la versin electrnica de Los tres
Dedique tiempo para

Experiencias al aire libre
Pelotas que rebotan
cabritos
Compruebe al aire libre qu pelotas rebotan ms

alto. Anime a los nios a hacer predicciones y
comprobarlas.
Las pelotas pesadas rebotan?
Anime a los nios a usar distintas superficies,

p. ej., rocas, arena, pasto, concreto.
Cancin: Tengo un amiguito

Comentarios y escritura compartida: El peso y la
capacidad de rebotar
Materiales: Mega Minutos 40, Tengo un

amiguito; pelotas, bolas y balones
Los tres cabritos

Hablemos de Libros 06
(segunda lectura en voz alta)
Opcin 1: Letras, letras y ms letras
Enseanza Intencional LL07, Letras, letras y ms

letras; sellos de caucho del alfabeto; almohadillas
de tinta de color; papel de construccin
Experiencias al aire
libreEstas actividades
se relacionan al
tema del estudio
o presentan una
oportunidad intencional
para desarrollar las
destrezas de motricidad
gruesa de los nios.
Si es posible, pida a los nios que pongan a

prueba las pelotas dejndolas caer desde distintas
alturas, p. ej., el deslizador, las escaleras y el
escalador.
La cooperacin con
las familiasEsta
seccin sugiere
maneras de fomentar
la participacin de las
familias de los nios en
su programa.
Ejercicio divertido
Use Enseanza Intencional P05, Lanzar fuerte

y lejos, y siga la orientacin ofrecida en la
tarjeta.
La cooperacin con las familias

Enve una nota a las familias para animarlas
a hablar con los nios acerca de los juegos de
pelota preferidos en su infancia.
Experiencias
sorprendentes
(no aparecen en este
ejemplo) Cada estudio
sugiere eventos
especiales que realzan
las experiencias de los
nios, tales como
recibir visitantes en el
saln de clase, visitar
diferentes lugares o
tener celebraciones.
Sugiera a las familias que busquen la versin

electrnica de Los tres cabritos.
Opcin 2: Tesoros escondidos
Enseanza Intencional LL21, Tesoros

escondidos; letras magnticas; imn grande;
regla; cinta de enmascarar; mesa de arena con
arena
Mega Minutos 37, La pelota; pelota
27
10/15/10 1:11:19 PM
43
Day 1, Investigation 1
Each Teaching Guide
contains the day-by-day,
Day 1
step-by-step guidance
that helps teachers
implement each study.
Investigation 1
Notice that guidance for using

the additional resources, such as
Intentional Teaching Cards and
Book Discussion Cards, is included
throughout every daily plan.
Another important feature of The
Creative Curriculum for Preschool is
that the investigations do not have to
be followed in any particular order. If
children are particularly interested in
one aspect of the study, the teacher may
start there. The teacher simply reviews
the At a Glance pages and makes
any adaptations that are necessary to
ensure the flow of the content. The
curriculum combines the flexibility
many teachers want with the assurance
that theyre still meeting their state and
Head Start early learning standards.
Vocabulary
See Book Discussion Card 06, The Three Billy Goats Gruff (Los tres cabritos) for words.
Large Group
Opening Routine
whos here.

Read Play Ball.
Review Mighty Minutes 41, The
Imaginary Ball. Follow the guidance
on the card using the numeral card
variation.
Record childrens predictions about

which balls will bounce, and create two
groups: balls they think will bounce and
balls they think will not bounce. Let
each child test a prediction. Be sure to
include some balls that wont bounce
and others that dont bounce well, e.g.,
cotton ball, orange, or football. After
testing each ball, have the children
re-sort the balls. (They may want more
than two categories.) Take photos of
children testing their predictions and
An important concept in movement
the sets of sorted balls. Call attention
experiences is body awareness. This
to the football and wonder aloud
activity helps children explore what
why it didnt bounce like the others.
their bodies can do.
Reintroduce the term sphere to describe

balls and point out that the football is

Which Balls Will Bounce?
Gather the collection of balls.
Ask, Do all balls bounce? I wonder
which ones bounce best. Lets find out.
Hold up each ball and ask, Do you
think this ball will bounce well?
not a sphere.
Say, I wonder which balls bounce the
highest and why some bounce higher
than others. During outdoor time today
and tomorrow, we can try to find out.
about the sorting trays and small ball
collections in the Toys and Games area
and how children can use them.
28
44
TeachingGuide_Balls_TX.indd 28-29
Sample Pages
The Balls Study Investigating the Topic
Choice Time
Describe what you see children doing,
e.g., You put all the smooth balls in this
Observe children as they sort the balls
section and all the bumpy balls in
in the Toys and Games area.
that section.
Ask, Can you think of another way to
Instead of praising children by saying,

Good job, encourage children
sort the balls?

Record what children say and do.
by explaining exactly what they

are doing that is appropriate and
Support for Englishand dual-language

acquisition
Guidance to help
teachers support the
English- and duallanguage learners in
their classrooms is
embedded throughout
the Teaching Guides.
noteworthy. For more information on

this topic see Intentional Teaching
Book Discussion
CardsThe Book
Discussion Card will
help teachers with
read-aloud experiences.
See pages 4851
to review Book
Discussion Card 06
Billy Goats Gruff.
Card SE18, Encouragement.
Read-Aloud
Read The Three Billy Goats Gruff.

Use Book Discussion Card 06, The
After the reading, retell the story in
Three Billy Goats Gruff. Follow the
your own words with gestures. Point to
guidance for the first read-aloud.
illustrations or objects in the room, as
Tell children that the book will be
Small Group
appropriate. This strategy helps children
available to them on the computer in
understand the story and learn new
the Computer area.
vocabulary.
Option 1: Rhymes With Ball
Option 2: Rhyming Zoo
Review Intentional Teaching Card
Rhyming Chart.
LL14, Did You Ever See? Follow the

guidance on the card.
the word ball.
Reference to Vol. 5
The Teaching Guide
prompts teachers
to refer to the
knowledge-building
volumes for more
detailed information.
See pages 5861
for this excerpt.
For more information on supporting

childrens phonological awareness,
see Volume 5: Objectives for
Development & Learning.
Mighty Minutes
CardsPrompts to use
particular Intentional
Teaching Cards are
included in every
daily plan. See pages
5257 to examine
three Intentional
Teaching Cards.
Use Mighty Minutes 30, Bounce,

Bounce, Bounce. Follow the guidance
on the card.
Large-Group
Roundup
Show the rhyming chart you made

during small-group time. Invite the
children to recall rhyming words.
29
10/15/10 1:12:14 PM
Mighty Minutes
Teachers are directed
to Mighty Minutes
activities during each
day of the study. Refer
to pages 6263 to review
the Mighty Minutes
that are suggested
for Day 1, Investigation 1
of the Balls Study.
45
Da 1, Investigacin 1
Cada Gua de enseanza
contiene orientacin
Da 1
diaria que ayuda a los

maestros a implementar
cada estudio.
Note que encontrar la orientacin
para usar los recursos adicionales,
tales como las Tarjetas de enseanza
intencional y las Tarjetas: Hablemos de
libros, a travs de cada plan diario.
Otra caracterstica importante de
El Currculo Creativo para educacin
preescolar es que las investigaciones
no tienen que hacerse en un orden
en particular. Si nota que los nios
estn particularmente interesados
en un punto especfico del estudio,
puede empezar ah. Simplemente
vea las pginas Un vistazo y haga
las adaptaciones que sean necesarias
para asegurarse que el contenido
fluya adecuadamente. El currculo
combina la flexibilidad que muchos
maestros desean con la certeza de
que ellos estarn cumpliendo con los
estndares de aprendizaje infantil del
estado y del programa Head Start.
Investigacin 1

y balones rebotan?
Vocabulario
Consulte vocabulario en Hablemos de Libros 06, Los tres cabritos (The Three Billy Goats Gruff).
Todo el grupo
Rutina inicial
Canten una bienvenida y hablen de
quines estn presentes.

Lea Pelota, pelota.
Repase Mega Minutos 41, La pelota
imaginaria. Siga la orientacin ofrecida
en la tarjeta, usando la variacin de las
tarjetas de nmeros.
un concepto importante en las
experiencias de movimiento es la
conciencia corporal. Esta actividad
ayuda a que los nios exploren lo que
pueden hacer con el cuerpo.
que van a rebotar y las que creen que

no van a rebotar. Permita que cada nio
compruebe la prediccin que haya hecho.
Asegrese de incluir algunas pelotas que
no reboten y otras que no reboten bien,
p. ej., una bola de algodn, una naranja
o un baln de ftbol americano. Despus
de poner a prueba cada pelota, bola y
baln pida a los nios que los clasifiquen
otra vez. (Ellos podran proponer ms de
dos categoras.) Tome fotos de los nios
comprobando sus predicciones y de los
grupos de pelotas clasificadas. Dirija la
atencin al baln de ftbol americano y
pregntese en voz alta por qu no rebot
como las otras. Vuelva a usar el trmino
esfera para describir las pelotas e indique
que el baln de ftbol americano no es
Comentarios y escritura compartida:

Qu pelotas rebotarn?
Rena la coleccin de pelotas, bolas y
balones.
Pregunte, Todas las pelotas, bolas y
balones rebotan? Me pregunto cules
rebotan mejor. Vamos a averiguarlo.
Sostenga cada pelota y pregunte,
Creen que esta pelota rebotar bien?
Escriba las predicciones hechas por los
nios acerca de qu pelotas rebotarn y
forme dos grupos: las pelotas que creen
28
TeachingGuide_Balls_sp.indd 28-29
46
una esfera.
Diga, Me pregunto qu pelotas
rebotarn ms alto y por qu algunas
rebotan ms alto que otras. Podemos
tratar de averiguarlo hoy y maana
cuando salgamos al aire libre.
Antes de hacer la transicin a las reas
de inters, hable de las bandejas para
clasificar y de la coleccin de bolas
pequeas, disponibles en el rea de
juguetes y juegos, y mencione cmo
podran usarlas.
Sample Pages
Estudio de las pelotas, bolas y balones Investigacin del tema
Hora de
escoger
Al interactuar con los nios en las reas
Describir lo que les vea hacer, p. ej.,
de inters, dedique tiempo a:
Colocaste en esta seccin todas las
Observarlos mientras clasifican las
pelotas lisas y en esta otra todas las
pelotas, bolas y balones en el rea de

juguetes y juegos.
pelotas rugosas.
Preguntar, Pueden pensar en otra
manera de clasificar las pelotas, bolas y
En lugar de elogiar a los nios diciendo

Buen trabajo, dles nimo explicando
exactamente qu es lo que estn
balones?
Escribir lo que digan y hagan los nios.
haciendo correctamente y merece
Apoyo para la
adquisicin del ingls y
dos idiomas
A travs de las Guas de
enseanza encontrar
orientacin para ayudar
a los maestros a brindar
apoyo en el saln de clase
a nios que aprenden
ingls o dos lenguas.
ser destacado. Para ms informacin

sobre este tema, consulte Enseanza
intencional sE18, Dar nimo.
Lectura en
voz alta
Lea el libro Los tres cabritos.

Use Hablemos de Libros 06, Los tres
cabritos, y siga la orientacin ofrecida
en la tarjeta para realizar la primera
lectura en voz alta.
Diga a los nios que el libro estar
disponible en la computadora.
Grupos
pequeos
Nios que aprenden una segunda lengua

Despus de leer, relate de nuevo el
cuento incorporando gestos. Seale
las ilustraciones u objetos del saln.
Esta estrategia ayuda a que los nios
vocabulario nuevo.
Opcin 1: Rimas
Para obtener ms informacin

sobre cmo apoyar el desarrollo del
Lista de rimas.
Siga la orientacin ofrecida en la tarjeta
usando las palabras pelota, bola o baln.
Referencia al Volumen 5
Las Guas de enseanza
sugieren a los maestros
que recurran a los
volmenes para desarrollar
el conocimiento si desean
obtener informacin ms
detallada. Consulte las
pginas 52-57 para ver
este pasaje.
entiendan el cuento y aprendan
Consulte Enseanza Intencional LL10,
conocimiento fonolgico, consulte

el Volumen 5: Objetivos para el
desarrollo y el aprendizaje.
Tarjetas de enseanza
intencionalEn cada
plan diario encontrar
sugerencias para usar
Tarjetas de enseanza
intencional particulares.
Consulte las pginas
58-61 para ver tres Tarjetas
de enseanza intencional.
Opcin 2: Rimas con animales

Consulte Enseanza Intencional LL14,
A mi burro le duele, y siga la
orientacin ofrecida en la tarjeta.
Mega Minutos
Use Mega Minutos 30, Bailemos

juntos!. Siga la orientacin ofrecida
en la tarjeta.
Reunin final
Recuerde los eventos del da.
Muestre la lista de rimas que haya hecho

durante el periodo en grupos pequeos.
Invite a los nios a recordar palabras que
riman.
El Currculo Creativo para educacin preescolar
Tarjetas: Hablemos de
librosLas Tarjetas:
Hablemos de libros ayudan
a los maestros con las
lecturas en voz alta.
Consulte las pginas 48-51
para ver la Tarjeta:
Hablemos de libros 06,
Los tres cabritos.
29
10/15/10 1:11:20 PM
Mega MinutosSe les

sugiere a los maestros que
utilicen las actividades de
los Mega Minutos durante
cada da del estudio.
Consulte las pginas
62-63 para ver los Mega
Minutos que se sugieren
para el Da 1, Investigacin
1 del Estudio de las pelotas,
bolas y balones.
47
Book Discussion Card 06, Billy Goats Gruff

During Day 1, Investigation 1 of the Balls
Study, teachers are directed to Book Discussion
Card 06, The Three Billy Goats Gruff.
Vocabulary
Vocabulary
valley
valley
landland
in between
mountains
or or
in between
mountains
hillshills
that that
oftenoften
has ahas
river
or stream
a river
or stream
running
through
it it
running
through
nubs nubs
trembled
trembled
skin and
skinbones
and bones
gulp gulp
hideous
hideous
wobbled
wobbled
planks
planks
stomped
stomped
smallsmall
bumps
or lumps
bumps
or lumps
very, very,
very skinny
very skinny
boulder
boulder
a very
big, big,
heavy
rockrock
a very
heavy
very, very,
very ugly
very ugly
hooves
hooves
(point
to illustration)
the hard
covering
(point
to illustration)
the hard
covering (point to illustration) long, flat
(point to illustration) long, flat
over the lower part of the feet of
over the lower part of the feet of
pieces of wood
pieces of wood
animals such as horses, deer, and goats
animals such as horses, deer, and goats
11
First
FirstRead-Aloud
Read-Aloud
22
(demonstrate
movement)
shook shook
(demonstrate
movement)
(exaggerate
motion)motion)
a big swallow
(exaggerate
a big swallow
didnt didnt
stand very
standsteadily
very steadily
(demonstrate action) brought your foot
(demonstrate action) brought your foot
down quickly and hard on the ground
down quickly and hard on the ground
Second
SecondRead-Aloud
Read-Aloud
Before
BeforeReading
Reading
While
WhileReading
Reading
After
AfterReading
Reading
Before
BeforeReading
Reading
While
WhileReading
Reading
After
AfterReading
Reading
Introduce
Introducecharacters
charactersand
andthe
theproblem.
problem.
Expand
Expandvocabulary
vocabularybybypointing
pointingtoto
pictures,
pictures,using
usinggestures
gesturestotodramatize,
dramatize,
and
anddescribing:
describing:
Invite
Inviteexplanations,
explanations,wonder
wonderaloud,
aloud,and
and
ask
askfollow-up
follow-upquestions.
questions.
Recall
Recallthe
thecharacters
charactersand
andthe
theproblem.
problem.
Expand
Expandvocabulary
vocabularyusing
usingmore
moreverbal
verbal
explanations:
explanations:
Invite
Inviteexplanations,
explanations,wonder
wonderaloud,
aloud,and
and
ask
askfollow-up
follow-upquestions.
questions.
hooves,
hooves,nubs,
nubs,stomped
stomped
What
Whatlesson
lessondodoyou
youthink
thinkthe
thetroll
troll
learned
learnedfrom
fromhishisexperience
experiencewith
withthe
the
three
threebilly
billygoats?
goats?
This
Thisbook
bookisiscalled
calledThe
TheThree
ThreeBilly
Billy
Goats
GoatsGruff.
Gruff.Three
Threebilly
billygoats
goatsnamed
named
valley,
valley,boulder,
boulder,hooves,
hooves,nubs,
nubs,skin
skinand
and
Gruff
Gruffhave
haveeaten
eatenallallthe
thegrass
grassinintheir
their
bones,
bones,hideous,
hideous,planks,
planks,trembled,
trembled,gulp,
gulp,
valley.
valley.Theres
Theresmore
moregrass
grasstotoeat
eatononthe
the
wobbled,stomped
stomped
other
otherside
sideofofthe
theriver.
river.But
Buttotoget
getthere,
there, wobbled,
they
theyhave
havetotocross
crossa abridgea
bridgeabridge
bridge
Comment
Commentononmain
maincharacters
characters
that
thatisishome
hometotoa ahungry
hungrytroll.
troll.Can
Can
thoughts
thoughtsand
andactions.
actions.
the
thethree
threebilly
billygoats
goatsfigure
figureout
outhow
howtoto
Middle
MiddleBilly
BillyGoat
GoatGruff
Grufflooks
looks
cross
crossthe
thebridge
bridgewithout
withoutgetting
gettingeaten?
eaten?
nervous
nervousand
andworried
worriedabout
aboutnot
not
Lets
Letsfind
findout.
out.
having
havingenough
enoughtotoeat.
eat.
Were
Weregoing
goingtotoread
readThe
TheThree
ThreeBilly
Billy
Goats
GoatsGruff
Gruffagain.
again.You
Youmay
mayremember
remember
that
thatthis
thisisisa astory
storyabout
aboutthree
threebilly
billy
goat
goatbrothers
brotherswho
whohave
havetotocross
crossa a
bridge
bridgewhere
wherea ahungry
hungrytroll
trolllives.
lives.
Why
Whydodothe
thebilly
billygoats
goatshave
havetotoget
get
across
acrossthe
thebridge?
bridge?How
Howdodothey
theyget
get
past
pastthe
thetroll?
troll?

Why
Whydodoyou
youthink
thinkLittle
LittleBilly
BillyGoat
Goat
Gruffs
Gruffsplan
planworked?
worked?Do
Doyou
youthink
think
heheknew
knewhehecould
couldtrick
trickthe
thetroll?
troll?

What
Whatdodoyou
youthink
thinkMiddle
MiddleororBig
Big
Billy
BillyGoat
GoatGruffs
Gruffsplan
planwould
wouldhave
have
been?
been?What
Whatwould
wouldyou
youhave
havedone
donetoto
get
getpast
pastthe
thetroll?
troll?

IIwonder
wonderhow
howLittle
LittleBilly
BillyGoat
Goat
Gruff
Gruffplans
planstotoget
getallallthree
threeofofthem
them
past
pastthe
thetroll.
troll.
Reinforce
Reinforcesome
somepreviously
previously
introduced
introducedwords
wordsbybypointing
pointing
totopictures
picturesand
anddramatizing:
dramatizing:
valley,
valley,hideous,
hideous,gulp
gulp
Comment
Commentononand
andask
askfollow-up
follow-up
questions
questionsabout
aboutthe
theother
othercharacters.
characters.
Why
Whydodoyou
youthink
thinkthe
thetroll
trollletletthe
the
first
firsttwo
twoBilly
BillyGoats
GoatsGruff
Gruffcross
crossthe
the
bridge?
bridge?I dont
I dontthink
thinkanyone
anyonehas
hasever
ever
tricked
trickedhim
himbefore,
before,sosohehemust
mustnot
not
bebeworried
worriedabout
aboutwhether
whetherhell
hellcatch
catch
and
andeateatthe
thebilly
billygoats.
goats.
BDC.indd 11
BDC.indd 11

IIthink
thinkLittle
LittleBilly
BillyGoat
GoatGruffs
Gruffsplan
plan
isisvery
verysmart.
smart.Hes
Hestricking
trickingthe
thetroll
troll
into
intonot
noteating
eatinghim
himand
andhis
hisbrothers.
brothers.
I Iwonder
wonderwhat
whatBig
BigBilly
BillyGoat
GoatGruff
Gruff
will
willdodowhen
whenhehemeets
meetsthe
thetroll.
troll.
How
Howwould
wouldyou
youtell
tellthis
thisstory
storyif if
you
youwere
werethe
thetroll?
troll?What
Whatparts
partsofofthe
the
story
storywould
wouldbebethe
thesame
sameasasthose
thosewewe
read
readtogether?
together?What
Whatparts
partswould
would
bebedifferent?
different?
What
Whatdodoyou
youthink
thinkthe
thetroll
trollthought
thought
when
whenBig
BigBilly
BillyGoat
GoatGruff
Gruffcharged
charged
atathim?
him?I think
I thinknonoone
onehad
hadever
evertried
tried
doing
doingthat
thattotohim
himbefore.
before.
I
Iwonder
wonderwhat
whatthe
thetroll
trollyelled
yelledtotothe
the
goats.
goats.I think
I thinkthe
thetroll
trollwas
wasnot
notvery
very
happy
happyabout
aboutwhat
whathappened
happened
totohim!
him!

Little
LittleBilly
BillyGoat
GoatGruffs
Gruffsplan
plan
worked.
worked.Each
EachBilly
BillyGoat
GoatGruff
Gruff
played
an
important
part
in
played an important part in
the
theplan.
plan.
The
n we
ll fin
Goat
d mo
Gruf
re gr
f.
ass,
But
said
wher
Big B
e? a
illy
Wh
sked
ere a
t
he m
re we
id
goin
dle b
I kn
g
rothe
ow!
to fin
r.
said
d mo
very
Little
re gr
smar
ass?
Billy
t. W
othe
G
e
oat G
ll go
r side
ruff,
to th
of th
and
feeli
e
e rive
eat a
ng
r! We meadow
nd e
very
on th
at, a
can s
fat!
nd so
e
t
ay fo
on w
r da
e wil
l be v ys,
ery,
BDC.indd
BDC.indd1212
1. First Read-Aloud
During the first read-aloud, teachers focus
on the characters thoughts and actions:
I wonder how Little Billy Goat plans
to get all three of them past the troll.
2. Second Read-Aloud
During the second read-aloud, teachers
comment on and ask questions about
the other characters: Why do you think
the troll let the first two Billy Goats
Gruff cross the bridge?
What w
ill we do
? said M
Billy Go
iddle
at Gruff
. If we
more gra
dont fin
ss, well
d
so
on be no
but skin
thing
and bon
es.
10
The Thre
e Billy Goat
s Gruff_insi
des_Sma
ll Book_ENG
.indd 10
2/16/10The Three
11:38:05Billy
AM Go
ats Gru
ff_insi
des_S
mall
Book_
ENG.i
ndd
11
48
11
2/16/1
0 11:
38:
24 AM
Sample Pages
06 06
The Three The

BillyThree Billy
Goats Gruff
Goats Gruff
TheThe
Three
Billy
Goats
Gruff
Three
Billy
Goats
Gruff
Supporting
SocialEmotional
Development
Supporting
SocialEmotional
Development
Manages
feelingsfeelings
Manages
RetoldRetold
by Bonnie
DobkinDobkin
by Bonnie
Solves social
problems
Solves
social problems
How would
feelyou
and feel
act and act
Little Billy
Goat
Gruff
thought
Howyou
would
Little
Billy
Goat
Gruff thought
differently
if you were
very
big?
across
theacross
bridge,
differently
if you
were
very big? of a planoftoaget
plan
to get
the bridge,
but all three
billy
goats
had
to work
all three billy goats
had to work
If you If
were
in were
the middle
had and hadtogether but
you
in the and
middle
to
make
the
plan
work.
What
together to make the plan
work. What
others bigger
smaller
you,
othersorbigger
or than
smaller
than you, problemsproblems
have youhave
solved
by
working
you solved by working
how would
you
feel?
how would you feel?
with a friend?
with a friend?
Tell us
aboutusa about
time when
you
Tell
a time
when you
wished you were bigger. Tell us
wished you were bigger. Tell us
about a time when you were glad
about a time when you were glad
that you were smaller (or bigger)
that you were smaller (or bigger)
than someone else.
than someone else.
33
The Creative
for Preschool
Discussion
Cards
forCurriculum
Preschool Book
DiscussionBook
Cards
Facing a shortage of food, three billy goat brothers

Facing a shortage of food, three billy goat brothers
must cross a bridge to get to a meadow of fresh grass.
must cross a bridge to get to a meadow of fresh grass.
But the journey is dangeroustheres a disgusting troll
But the journey is dangeroustheres a disgusting troll
living under the bridge who is hungry and quite eager
living under the bridge who is hungry and quite eager
for a tasty goat supper. Can the brothers outsmart the
for a tasty goat supper. Can the brothers outsmart the
treacherous troll who stands between them and their
treacherous troll who stands between them and their
next meal? Lets find out!
next meal? Lets find out!
Third
ThirdRead-Aloud
Read-Aloud
Before
BeforeReading
Reading
While
WhileReading
Reading
After
AfterReading
Reading
Encourage
children
toto
recall
the
Encourage
children
recall
the
problem
and
solution.
problem
and
solution.
Expand
vocabulary:
Expand
vocabulary:
Wonder
aloud
and
ask
follow-up
Wonder
aloud
and
ask
follow-up
questions.
questions.
trembled,
trembled,wobbled,
wobbled,stomped
stomped
Were
Weregoing
goingtotoread
reada story
a storythat
thatweve
weve
Guide
children
toto
reconstruct
the
Guide
children
reconstruct
the
read
readtwo
twotimes
timesbefore.
before.Can
Cananyone
anyone
story
asas
you
turn
the
pages.
story
you
turn
the
pages.
tell
tellususthe
thename
nameofofthis
thisbook?
book?What
What
Read
Reada few
a fewpages
pagesand
andallow
allowthe
the
two
twoproblems
problemsdodothe
theBilly
BillyGoats
Goats
children
childrentotoreconstruct
reconstructparts
partsofofthe
the
2010
Teaching
Strategies,
TeachingStrategies.com
Gruff
How
solve
Gruffhave?
have?
HowdoInc.
dothey
they
solve
story.
story.Occasionally
Occasionallyask
askquestions
questions
2010
Teaching Strategies, Inc. TeachingStrategies.com
their
problems?
their
problems?
such
suchasasWhat
Whatis ishappening
happeninghere?
here?
ororWhat
Whathappens
happensnext?
next?that
thathelp
help
children
recall
the
events
of
the
children recall the events of thestory.
story.
Encourage
Encouragechildren
childrentotoexplain
explainwhat
what
characters
charactersarearethinking
thinkingand
andfeeling.
feeling.
Did
DidthetheBilly
BillyGoats
GoatsGruff
Gruffhave
have
totocross
crossthethebridge
bridgetotogetgettotothethe
meadow?
meadow?What
Whatelse
elsecould
couldthey
theyhave
have
done
donetotogetgetacross
acrossthetheriver?
river?
I
Iwonder
wonderwhat
whathappened
happenedtotothethe
troll
trollafter
afterthetherushing
rushingwaters
waterscarried
carried
him
himaway.
away.Do
Doyou
youthink
thinkhehefound
found
another
anotherbridge
bridgetotolive
liveunder
underand
and
went
wentback
backtotoeating
eatinganyone
anyonewho
who
tried
triedtotocross
crosshishisbridge?
bridge?

Sample CopyNot for Classroom Use
Sample CopyNot for Classroom Use
1/29/10 11:18:02 AM
1/29/10 11:18:02 AM
3. Third Read-Aloud
During the third read-aloud, teachers
help children reconstruct the story
themselves: What is happening here?
What happens next?
And th
e three
Billy G
Gruff?
oats
They li
ved ha
in the
ppily
valley
for the
of their
rest
lives, e
ating th
green,
e
green
grass o
both si
n
des of
the riv
And ge
er.
tting v
ery fat.
Sample
CopyNot
for Classroom
Use Use
Sample
CopyNot
for Classroom
1/29/10
11:18:03
AMAM
1/29/10
11:18:03
32
The Thre
e Billy
Goats
Gruff_in
sides_S
mall Boo
k_ENG.
indd 32
2/16/10
11:44:21
AM
49
Tarjeta: Hablemos de libros 06, Los tres cabritos

Durante el Da 1, Investigacin 1 del Estudio
de las pelotas, bolas y balones, los maestros
son dirigidos a la Tarjeta: Hablemos de libros
06, Los tres cabritos.
Vocabulario
Vocabulario
vallevalle
flacos
flacos
como
como
un alfiler
un alfiler
estremecer
estremecer
terreno
terreno
en medio
en medio
de montaas
de montaas
o o
colinas
colinas
que que
a menudo
a menudo
tienetiene
un ro
un oro o
arroyo
arroyo
que que
lo atraviesa
lo atraviesa
muymuy
delgados
delgados
atroz
atroz
no estar
no estar
bienbien
balanceado
balanceado
por por
tenertener
miedo
miedo
muymuy
feo feo
pisotear
pisotear
tablas
tablas
golpear
golpear
fuerte
fuerte
y rpido
y rpido
en elenpiso
el piso
con con
los pies
los pies
piedra
piedra
algoalgo
muymuy
duroduro
y pesado,
y pesado,
como
como
una una
rocaroca
pedazos
pedazos
de madera
de madera
largos
largos
y planos
y planos
temblar
temblar
casco
casco
sacudirse
sacudirse
la parte
la parte
duradura
que que
cubre
cubre
la parte
la parte
bajabaja
de de
bocado
las patas
las patas
de los
deanimales,
los animales,
talestales
como
como
la la bocado
un sorbo
un sorbo
grande
grande
de los
decaballos,
los caballos,
venados
venados
y chivos
y chivos
cuernitos
cuernitos
cuernos
cuernos
muymuy
pequeos
pequeos
1 Primera
lectura
Primera
lectura
en en
vozvoz
altaalta
de leer
AntesAntes
de leer
22
Mientras
Mientras
lee lee
Presente
a los personajes
y la trama. Desarrolle
Desarrolle
el vocabulario
sealando
Presente
a los personajes
y la trama.
el vocabulario
sealando
las ilustraciones, usando gestos o
Esteselibro
se Los
llama
tres cabritos. las ilustraciones, usando gestos o
Este libro
llama
tresLos
cabritos.
haciendo
mmica
para
dramatizar
haciendo mmica para dramatizar
Tres cabritos
han comido
Tres cabritos
se hansecomido
todo eltodo el
y describir:
y describir:
Segundalectura
lectura en
en voz
voz alta
alta
Segunda
Despus
Despus
de de
leerleer
Antesdedeleer
leer
Antes
Mientraslee
lee
Mientras
Despus
Despus de
de leer
leer
explicaciones,
haga
suposiciones
PidaPida
explicaciones,
haga
suposiciones
en voz
y haga
preguntas
en voz
altaalta
y haga
preguntas
de de
seguimiento.
seguimiento.
Recuerde
a los
personajesy ylalatrama.
trama.
Recuerde
a los
personajes
Incrementeelelvocabulario:
vocabulario:
Incremente
Pida
Pida explicaciones,
explicaciones,haga
hagasuposiciones
suposiciones
en
en voz
voz alta
alta yy haga
hagapreguntas
preguntasde
de
seguimiento.
seguimiento.
Por
creen
ustedes
el plan
pasto
de su Hay
valle.ms
Haypasto
ms pasto
Por
qu qu
creen
ustedes
queque
el plan
pasto de
su valle.
para para
piedra,
cuernitos,
flacos
de Cabrito
Chiquito
funcion?
en ellado
otrodel
lado
ro. Pero valle, valle,
piedra,
cascos,cascos,
cuernitos,
flacos
de Cabrito
Chiquito
funcion?
comer comer
en el otro
ro.delPero
como
un
alfiler,
atroz,
tablas,
tembl,
Creen
ustedes
que
l
saba
que
poda
para hasta
llegarall,
hastaellos
all,tienen
ellos tienen
Creen ustedes que l saba que poda
para llegar
que que como un alfiler, atroz, tablas, tembl,
bocado,
pisote,
estremeci
engaar
al ogro?
un puente
vive
un ogro bocado,
pisote,
estremeci
engaar
al ogro?
cruzar cruzar
un puente
dondedonde
vive un
ogro
hambriento. Podrn los tres cabritos
Comente sobre los pensamientos y
hambriento. Podrn los tres cabritos
Comente sobre los pensamientos y
Qu creen ustedes que habra sido
acciones de los personajes principales. Qu creen ustedes que habra sido
descubrir cmo cruzar el puente sin
acciones de los personajes principales.
descubrir cmo cruzar el puente sin
el plan de Cabrito del Medio o
el
plan de Cabrito del Medio o
que se los coma? Descubrmoslo!
Cabrito del Medio se ve nervioso
que se los coma? Descubrmoslo!
Cabrito Granduln? Qu habran
Cabrito del Medio se ve nervioso
Cabrito
Granduln? Qu habran
y preocupado porque no tienen
hecho ustedes para pasar al ogro?
y preocupado porque no tienen
hecho ustedes para pasar al ogro?
suficiente comida.
suficiente comida.
Me pregunto cmo Cabrito
Me pregunto
cmo Cabrito
Chiquito planea pasar a todos por
Chiquito
planea
a todos por
donde
vive elpasar
ogro.
donde vive el ogro.
Yo creo que el plan del cabrito
Yo creo
que elesplan
cabrito
pequeo
muydellisto.
El est
pequeo
es muy allisto.
estque no se
engaando
ogroElpara
engaando
que no seMe
coma aallogro
ni a para
sus hermanos.
comapregunto
a l ni a sus
Me grande
quhermanos.
har el cabrito
pregunto
qusehar
el cabrito
cuando
encuentre
congrande
el ogro.
cuando se encuentre con el ogro.
El plan de Cabrito Chiquito
El plan
de Cabrito
funcion.
CadaChiquito
cabrito jug un
funcion.
cabritoenjug
un
papelCada
importante
el plan.
papel importante en el plan.
Vamos
a leer
cabritosotra
otra
Vamos
a leer
LosLostrestrescabritos
vez.
Ustedes
recordarnque
queste
steeses
vez.
Ustedes
recordarn
cuento
acerca
trescabritos
cabritos
unun
cuento
acerca
dedetres
hermanos
que
tienenque
quecruzar
cruzar
hermanos
que
tienen
puente
donde
viveununogro
ogro
unun
puente
donde
vive
hambriento.
Por
qutienen
tienenque
que
hambriento.
Por
qu
cruzar el puente? Cmo pasan los
cruzar el puente? Cmo pasan los
cabritos por donde vive el ogro?
cabritos por donde vive el ogro?
cascos,cuernitos,
cuernitos,pisote
pisote
cascos,
Refuercealgunas
algunaspalabras
palabras
Refuerce
presentadasanteriormente:
anteriormente:
presentadas
valle,atroz,
atroz,bocado
bocado
valle,
Comente y haga preguntas de
Comente y haga preguntas de
seguimiento sobre los otros
seguimiento sobre los otros
personajes.
personajes.
Por qu creen ustedes que el ogro

Por qu creen ustedes que el ogro
dej pasar a los dos primeros cabritos
dej pasar a los dos primeros cabritos
por el puente? Yo creo que nadie lo
por el puente? Yo creo que nadie lo
haba engaado nunca, y por eso
haba engaado nunca, y por eso
l no se preocupa y piensa que va a
lpoder
no secomerse
preocupa
y piensa que va a
a los cabritos.
poder comerse a los cabritos.
Qu creen ustedes que pens el
Qu
creen ustedes
que pens
el
ogro cuando
el Cabrito
Granduln
ogro
cuando
el que
Cabrito
lo atac?
Creo
nadieGranduln
haba
lotratado
atac?de
Creo
que algo
nadieashaba
hacerle
nunca.
tratado de hacerle algo as nunca.
Me pregunto qu cosa grit el
Me
pregunto
cosa grit
ogro
sobre losqu
cabritos.
Creoelque
ogro
losmuy
cabritos.
Creocon
que
l nosobre
estaba
contento
lo
lque
no leestaba
pas.muy contento con lo
que le pas.
BDC_sp.indd
BDC_sp.indd
11
11
BDC_sp.indd 12
1. Primera lectura en voz alta

Durante la primera lectura en voz alta los
maestros se enfocan en los pensamientos y
acciones de los personajes: Me pregunto cmo
Cabrito Chiquito planea pasar a todos por
donde vive el ogro.
Qu va
m
del Medio os a hacer? dijo
pasto, acab . Si no encontram Cabrito

os
aremos f la
cos como ms
un alfiler.
10
The Thre
Qu leccin creen ustedes que

Qu leccin creen ustedes que
aprendi el ogro despus de su
aprendi el ogro despus de su
experiencia con los tres cabritos?
experiencia con los tres cabritos?
Pu
e
dijo s buscarem
os
Cabr
ito G ms pasto
Per
randu
o, d
ln.
nd
Medio
. D e? preg
u
n
d
e vam nt Cabr
Aj
it
os a h
sinti ! Ya lo s
allar o del
ndose
ms p
del otr
muy dijo Cabr
asto?
li
it
das, c o lado del sto. Irem o Chiquit
o
r
o
tiemp meremos o. Nos qu os al prado ,
ed
h
o nos
engor asta llenar aremos u
no
darem
n
os mu os, y en po s
cho!
co
BDC_sp.indd 12
2. Segunda lectura en voz alta

Durante la segunda lectura en voz alta,
los maestros comentan y hacen preguntas
sobre los otros personajes: Por qu creen
ustedes que el ogro dej pasar a los dos
primeros cabritos por el puente?.

Cmo
Cmo contaran
contaranustedes
ustedeseste
este
cuento
cuento sisi ustedes
ustedesfueran
fueranelelogro?
ogro?
Qu
partes
del
cuento
seran
Qu partes del cuento seraniguales
iguales
aa las
que
lemos
juntos?
Qu
las que lemos juntos? Qupartes
partes
seran diferentes?
seran diferentes?
e Billy Goat
s Gruff_insi
des_Sma
ll Book_SP.
_ENG
indd
.indd1010
2/16/10The Three
11:38:22
11:49
:05Bil
ly Go
AM
ats Gr
uff_in
sides_
Small
Book_
EN.ind
SP
G.ind
d d11
11
50
11
2/16/1
0 11
:38
:49
:24 AM
:22
Sample Pages
06
06
Los Los
tres tres
cabritos
cabritos
Los
Lostres
trescabritos
cabritos
Apoyando
Apoyandoel eldesarrollo
desarrollosocio-emocional
socio-emocional
Maneja
Maneja
las emociones
las emociones
Resuelve
Resuelve
problemas
problemas
sociales
sociales
Versin
Versin
dede
Bonnie
Bonnie
Dobkin
Dobkin
Cmo
Cmo
se sentiran
se sentiran
y actuaran
y actuaran
diferente
diferente
ustedes
ustedes
si fueran
si fueran
msms
grandes?
grandes?
Cabrito
Cabrito
Chiquito
Chiquito
tuvotuvo
un plan
un plan
parapara
cruzar
cruzar
el puente,
el puente,
peropero
todos
todos
los tres
los tres
cabritos
cabritos
tuvieron
tuvieron
que que
trabajar
trabajar
juntos
juntos
parapara
obtener
obtener
el resultado
el resultado
deseado.
deseado.
Si ustedes
Si ustedes
estuvieran
estuvieran
en elenmedio
el medio
de de QuQu
problemas
problemas
han han
resuelto
resuelto
ustedes
ustedes
otrosotros
msms
grandes
grandes
y ms
y ms
pequeos
pequeos
trabajando
trabajando
con con
un amigo
un amigo
o una
o una
que que
ustedes,
ustedes,
cmo
cmo
se sentiran?
se sentiran?
amiga?
amiga?
Cuntennos
Cuntennos
de alguna
de alguna
vez en
vez en
que que
ustedes
ustedes
han han
deseado
deseado
ser ms
ser ms
grandes.
grandes.
Cuntennos
Cuntennos
de alguna
de alguna
vez vez
en que
en que
estuvieron
estuvieron
felices
felices
de ser
dems
ser ms
pequeos
pequeos
(o ms
(o ms
grandes)
grandes)
que que
otraotra
persona.
persona.
33
El Currculo
El Currculo
Creativo
Creativo
para para
educacin
educacin
preescolar
preescolar
Tarjetas:
Tarjetas:
Hablemos
Hablemos
de libros
de libros
Enfrentndose
Enfrentndose
a una
a una
escasez
escasez
de comida,
de comida,
los tres
los tres
cabritos
cabritos
hermanos
hermanos
deben
deben
cruzar
cruzar
un puente
un puente
parapara
conseguir
conseguir
llegar
llegar
a una
a una
pradera
pradera
de pasto
de pasto
fresco.
fresco.
PeroPero
el viaje
es peligroso
hay
un ogro
horrible
el viaje
es peligroso
hay
un ogro
horrible
que que
vivevive
debajo
debajo
del puente
del puente
y est
y est
bastante
bastante
hambriento
hambriento
y y
Tercera
Terceralectura
lecturaenenvoz
vozalta
alta
deseoso
deseoso
por por
tenertener
una una
rica rica
cenacena
de cabrito.
de cabrito.
Podrn
Podrn
los hermanos
los hermanos
engaar
engaar
al ogro
al ogro
traicionero
traicionero
quien
quien
Antes
Antesdedeleer
leer
Mientras
leelee
Mientras
Despus
de leer
Despus
de leer
podra
prevenir
los cabritos
lleguen
su prxima
podra
prevenir
que que
los cabritos
lleguen
a su aprxima
Anime
a los
nios
a recordar
la trama
Anime
a los
nios
a recordar
la trama
yy
la la
solucin.
solucin.
Incremente
el vocabulario:
Incremente
el vocabulario:
Suponga
en voz
haga
preguntas
Suponga
enalta
voz yalta
y haga
preguntas
de seguimiento.
de seguimiento.
comida?
comida?
Descubrmoslo!
Descubrmoslo!
estremeci,
tembl,
estremeci,
pisote
estremeci,
tembl,
estremeci,
pisote
Vamos
a leer
unun
cuento
queque
ya ya
hemos
Tuvieron
que cruzar
los tres
Vamos
a leer
cuento
hemos Gue
Tuvieron
que cruzar
loscabritos
tres cabritos
a los
nios
a reconstruir
Gue
a los
nios
a reconstruir
ledo
veces.
Pueden
decirme
el puente
para para
llegarllegar
a la pradera?
el cuento
mientras
usted
pasapasa
ledodos
dos
veces.
Pueden
decirme
el puente
a la pradera?
el cuento
mientras
usted
ustedes
el el
ttulo
dede
esteeste
libro?
Qu
QuQu
ms podran
haberhaber
hechohecho
para para
las pginas.
ustedes
ttulo
libro?
Qu
ms podran
las pginas.
problemas
tienen
loslos
cabritos
de de
cruzar
el ro?
problemas
tienen
cabritos
cruzar
el ro?
LeaLea
unasunas
cuantas
pginas
y haga
cuantas
pginas
y haga
este
cuento?
Cmo
resuelven
sus
este cuento? Cmo resuelven sus
preguntas que provocan a los nios
pregunto qu le pas al ogro
problemas?
2010
2010
Teaching
Teaching
Strategies,
Strategies,
Inc. Inc.
preguntas que provocan a los nios Me
Me
pregunto qu le pas al ogro
problemas?
reconstruir el cuento. Ocasionalmente
de que la corriente de
reconstruir el cuento. Ocasionalmente despus
despus de que la corriente de
haga preguntas tales como: Qu
agua
se
lo
llev. Ustedes creen que
haga preguntas tales como: Qu
agua se lo llev. Ustedes creen que
est pasando aqu? o Qu pasar
encontr otro puente donde vivir
est pasando aqu? o Qu pasar
encontr
otro puente donde vivir
ahora? con el fin de ayudar a los
y sigui comindose todos que
ahora? con el fin de ayudar a los
y sigui comindose todos que
nios a recordar el cuento. Anime a los
trataran de cruzar su puente?
nios a recordar el cuento. Anime a los
trataran de cruzar su puente?
nios a explicar qu estn pensando y
nios a explicar qu estn pensando y
sintiendo los personajes.
sintiendo los personajes.
2010
2010
Teaching
Teaching
Strategies,
Strategies,
Inc. Inc.
10/15/10
10/15/10
12:52:45
12:52:45
PM PM
3. Tercera lectura en voz alta

Durante la tercera lectura en voz alta,
los maestros ayudan a los nios a reconstruir
el cuento: Qu est pasando aqu?
Qu pasa despus?.
Y los tr
e
Viviero s cabritos?
n
valle el felices en el
re
das com sto de sus
pasto d iendo el verde
e
acabaro ambas orillas y
n muy g
orditos.
10/15/10 12:52:45 PM
10/15/10 12:52:45 PM
32
The Thre
e Billy
Goats
Gruff_in
sides_S
mall Boo
k_EP.in
k_S
NG.dd
indd3232
2/16/10
11:49:24
4:21
AM
51
Intentional Teaching Card SE18

Day 1, Investigation 1 of the Balls Study refers teachers to
Intentional Teaching Card SE18, Encouragement, for more
information on the most effective ways of acknowledging
what children are doing.
s
tional Teaching Card
m for Preschool Inten
The Creative Curriculu
SE18
Encouragement
Objective 1
s and behaviors
Regulates own emotion
3, 8, 9, 10, 11, 12
Related Objectives: 2,
What You Do
of praising children by
Background: Instead
urage children by
enco
job,
od
Go
saying,
are doing that is
they
t
wha
tly
explaining exac
By acknowledging
thy.
wor
appropriate and note
ide encouragement
prov
what they are doing, you
childrens efforts
and show appreciation for
call attention to
without judging them. You
actions. This
and
rs
avio
beh
ific
spec
a childs
intrinsic
lop
deve
dren
chil
s
feedback help
to self-evaluate.
motivation and the ability
dge and encourage can
Statements that acknowle
through challenging
also help children persist
lop one of the
tasks, which helps them deve
ing.
learn
to
hes
roac
app
critical
r a gentle
the childs level. Offe
1. Position yourself at
ate.
opri
appr
if
h,
touc
Additional Ideas
accurately.
behavior and actions
2. Describe a childs
ing value judgments.
Be specific. Avoid mak
is so pretty,
Instead of, Your picture
e the childs effort
acknowledge and encourag
painted your whole
to create the picture. You
on top.
dots
ge
oran
with
w
yello
paper
dsome today, you
Instead of, You look han
smile makes me
big
r
you
ing
See
say,
might
py this morning.
hap
y
reall
look
smile too! You
building, offer
Instead of, Thats a cool
all of the small square
used
You
nt.
encourageme
t your building?
abou
me
tell
blocks. Can you
re sharing,
you
way
the
like
Instead of, I
You offered
describe what the child did.
s so she can make a
Cameron some of your bead
y happy about that.
necklace, too. She looks reall
in your
3. Show your feelings
facial expressions.
and
tone, body language,
nts to reframe
Try using these stateme
responding
n
whe
ns
negative situatio
ple, the
exam
For
ren.
child
to young
re working hard
you
know
I
nt,
eme
stat
polite tone of
to remember to use a
me, is more
to
voice when you talk
Stop using
ng,
sayi
constructive then
that tone of voice.
n
Including All Childre
s attention.
ures, point
gest
and
s
word
le
simp
Using
*
ils.*
deta
ific
out spec
s about the childs
When asking question
ibilities and let the
actions, offer two poss
child
Be sure you have the
child choose.
Be sure to give the child
enough time to
think and respond.
age
Include English-langu
learners along
children.**
with English-speaking
Teaching Sequence
YellOw
GReeN
GReeN
BlUe
PURPle
52
actions
ts to describe childrens
Use reflective statemen
child doing.
t you saw
and behaviors. Say wha
the
all the way to

way, and then you climbed
r children were out of the
You waited until the othe
the top of the climber!
with red paint.
that you gave him the cup
r paints with Peter. I saw
Najee, youre sharing you
h.
brus
r
kes with you
g long, up-and-down stro
I see youre painting usin
s!
the shelf in the right spot
on
back
ks
bloc
the
all
Miguel and Jenna, you put
reflect
encourage the child to
s.
actions and behavior
questions about his

sion making by asking
on his process and deci
you solve
looks very sturdy. How did
er fall a few times. Now it
Earlier, I noticed your tow
?
your construction problem
decide to take
doctor kit. How did you
you both wanted the new
that
saw
I
h,
Isaia
Vijay and
turns with it?
Why did you
it has a different texture.
r tree painting looks like
I notice that part of you
?
tree
r
you
of
to make the top
choose the sponge painters
?
climber without any help
climbed to the top of the
you
n
whe
feel
you
How did
Questions to Guide
Your Observations
ond
How did the child resp
to the
encouragement?
child
What language did the
describe his actions?
use to
Sample Pages
Tarjeta de enseanza intencional SE18

El Da 1, Investigacin 1 del Estudio de las pelotas, bolas y balones remite a los maestros a la
Tarjeta de enseanza intencional SE18, Dar nimo, para obtener ms informacin sobre las
maneras ms eficaces de reconocer lo que los nios estn haciendo.
El Currculo Cre
ativo para educac
in preescolar: Tar
jeta
s de enseanza
Dar nimo
SE18
Objetivo 1
Qu hacer
Informacin bs
ica:
En lugar de elogiar
a los nios
diciendo buen trab
ajo, deles nimo exp
licando
exactamente qu est
n haciendo de maner
a
apropiada, que merec
e ser destacado. Al
reconocer
lo que estn hacien
do, usted les dar ni
mo y
les mostrar aprecio
por los esfuerzos rea
lizados,
sin juzgarlos. Cuand
o usted dirige la ate
ncin a
los comportamientos
y a las acciones esp
ecficas
de los nios, ellos des
arrollan una motiva
cin
intrnseca y la habilid
ad de evaluarse a s
mismos.
Hacer afirmaciones
para darles reconocim
iento y
nimo tambin ayu
da a que los nios per
sistan en
tareas exigentes, lo
cual les ayuda a des
arrollar una
de las formas esenci
ales de abordar el apr
endizaje.
1. Colquese al
nivel de los ojos
del nio o nia.
Si es
apropiado, tquel
o suavemente.
2. Describa con
precisin el com
portamiento y las
acciones del ni
o o nia. Sea esp
ecfico y evite hac
juicios.
er
intencional
Regula las emoci

ones
y los comportami
entos
En lugar de decir Tu
dibujo es muy bon
ito,
reconozca y foment
e el esfuerzo que el
nio ha
hecho para realizarlo.
Pintaste todo tu pap
el
de amarillo e hiciste
puntos naranja en
la parte
de arriba.
En lugar de decir H
oy te ves muy guapo
,
podra decir: Ver
tu gran sonrisa me
hace
sonrer a m tambi
n! Te ves muy conten
to esta
maana.
En lugar de decir Es
e es un gran edifici
o,
dele nimo diciendo:
Usaste todos los blo
ques
cuadrados pequeos.
Quieres contarme
algo
acerca de ese edifici
o?.
En lugar de decir M
e gusta la manera en
que
ests compartiendo
, describa lo que hiz
o el nio
o nia. T le ofreci
ste a Camila alguna
s cuentas
para que ella tambi
n pudiera hacer un
collar.
Ella est muy conten
ta por eso.
3. Exprese lo que
usted siente me
diante su tono de
su lenguaje corpor
voz,
al y sus expresion
es faciales.
Objetivos relacio
nados: 2, 3, 8, 9,
10, 11, 12
Ideas adicionale
s
Cuando est res
pondiendo a ni
os
pequeos, trate
de usar este tipo
de
declaraciones par
a modificar situ
aciones
negativas. Por eje
mplo, Yo s que
te
esfuerzas por rec
ordar que debes
usar
un tono de voz res
petuoso al hablar
conmigo en lug
ar de decir, De
ja de usar
ese tono de voz
.
Para incluir a tod

os los nios
Asegrese de cap
tar
la atencin de los
nios. Haga not
ar detalles espec
ficos
usando palabras
sencillas y gestos
.**
Cuando haga pre
guntas acerca de
las acciones de
los nios, ofrezca
dos
posibilidades de
respuesta y per
mtales
elegir.
Asegrese de dar
Secuencia de ensean
za
AMARILLO
Use afirmaciones
reflexivas para des
cribir las accion
que vio que el ni
es y comportam
o o nia estaba
ientos de los ni
haciendo.
os. Diga lo
Esperaste hasta que

los otros nios se baj
aron y luego trepaste
escalador!
hasta
VERDE
VERDE
AZUL
MORADO
la parte ms alta del

Nicols, t ests com
partiendo tus pintur
as con Pedro. Vi que
roja.
le diste el vaso con
pintura
Veo que ests pintan
do, dando pinceladas
largas, hacia arriba
Miguel y Jimena,
y hacia abajo.
ustedes colocaron
todos los bloques en
correspondiente!
el estante en el lugar
suficiente tiempo
para
que los nios pue
dan pensar y res
ponder.
Incluya a los ni
os que aprenden
una
segunda lengua
al igual que a los
nios
que hablan esa
lengua.**
Preguntas para
guiar
sus observacione
s
Hgase las siguie

ntes preguntas
al observar
a cada nio o ni
a:
Cmo respondi
a las
palabras de nimo
que usted le dio
?
Qu idioma us
para describir sus
acciones?
Anime al nio o
nia a reflexiona
r sobre su proces
acerca de sus acc
o de tomar decisio
iones y comportam
nes, hacindole
preguntas
ientos.
Hace un rato vi que

tu torre se derrumb
varias veces. Ahora
resolviste tu proble
se ve resistente. C
ma de construccin?
mo
Vctor e Isaas, vi
que ustedes dos que
ran usar el botiqun
turnarse para usarlo
del doctor. Cmo
?
decidieron
Me parece que esa
parte del rbol que
dibujaste tiene una
pintar con las esponj
textura diferente. Po
as para hacer la cop
r qu elegiste
a del rbol?
Cmo te sentiste
cuando trepaste a la
parte ms alta del esc
alador sin ayuda?
53
Intentional
Teaching
Card LL10
During small-group time
of Day 1, Investigation 1,
teachers can select from
two options that address
the same learning
objectives. The first
option, Rhymes with
Ball, utilizes Intentional
Teaching Card LL10,
LL10
Library
Rhyming Chart
Objective 15
Demonstrates phonological awareness
What You Do
Materials: chart
paper and marker; poem or song

with rhyming words; prop that illustrates the
poem or song, e.g., mouse puppet for Hickory,
Dickory, Dock
1. Find a short poem or song about your study topic.

Write the poem or song on chart paper. Use pictures
and symbols as well as words. Here are two examples:
Clothes
Cobbler, cobbler, mend my shoe.
Get it done by half past two.
Stitch it up, and stitch it down,
Make the finest shoes in town.
(Mother Goose)
Related Objectives: 2, 8, 11, 17, 34
Trees
Away up high in an apple tree,
Two red apples smiled at me.
I shook that tree as hard as I could;
Down came those apples,
And mmmm, they were good!
(Traditional)
2. Invite the children to listen to the poem or sing the
song with you.
3. Emphasize the idea that many poems have rhyming
words. Reread the rhyming words.

To make sure all children can hear the
rhyming words, limit distractions and the
general noise level in the room.
Use short poems with simple rhymes.

Have a box ready with objects that rhyme
with words in the poem. Pull an object out
of the box and ask for a rhyming word.
Watch for nonverbal cues that signal

a desire to participate, such as
gestures, body movements, and facial
expressions.**
As children learn to produce letter

sounds in English, accept their attempts
without correcting errors. Model correct
pronunciation.**
Rhyming Chart.
Teaching Sequence
YELLOW
Sing a familiar rhyming song or poem and invite the child to use a puppet or other prop as
you sing.
Lets listen for rhyming words. Hickory, dickory, dock. The mouse ran up the clock.
Questions to Guide
Your Observations
Was the child able to identify
rhyming words?
How many words was the child able

GREEn
Invite the child to join you in singing a familiar rhyming song or saying a familiar poem.
Lets sing together and listen for words that rhyme. Twinkle, twinkle, little star, how I
wonder what you are!
Sing the song again and encourage the child to say the rhyming words by pausing before you
say them.
GREEn
Encourage the child to fill in missing words in a rhyming song or poem. Prompt the child by
emphasizing the word that rhymes with the missing word.
BLUE
BLUE
to rhyme?
How did the child interact with you and

join in singing?
How long was the child able to attend to

this experience?
Rhyming
The monkey, he sat in a tree. The monkey got stung by a ____.

When singing a rhyming song, use an incorrect word that does not rhyme and allow the child time
to notice the mistake and correct it.
PURPLE
PURPLE
Way up high in an apple tree, two red apples smiled at you.

Ask the child to think of words that rhyme with those in the poem. Add any additional words to
the chart.
What else can you think of that rhymes with clock? Yes, sock, block, and rock all rhyme. Lets
add those to our rhyme chart.
When you list the rhyming words, record them like this (c at; h at; b at) to emphasize onset and
rime. Onset is the first consonant or consonant blend in a word and rime is the rest of the word,
e.g., c-at, f-at, s-at. Onset and rime refer to the first and last sounds in a word.
ITC_Language_Literacy.indd 10
54
10/15/10 12:03:44 PM
Sample Pages
Tarjeta
de enseanza
intencional
LL10
Durante la reunin en
grupo pequeo del
Da 1, Investigacin 1,
los maestros pueden
seleccionar entre dos
opciones que abarcan
los mismos objetivos de
enseanza. La primera
LL10
Biblioteca
Lista de rimas
Objetivo 15
Demuestra conciencia fonolgica
Qu hacer
pliego de papel y marcador; poema o
cancin con palabras que rimen; un accesorio que
ilustre el poema o la cancin, p. ej., un ttere en
forma de pollito para Los pollitos dicen
Materiales:
1. Encuentre un poema o una cancin que sean cortos y

relacionados al tema de estudio. Escriba el poema o
la cancin en el papel. Use ilustraciones, smbolos y
tambin palabras. Estos son dos ejemplos:
Animales
Los pollitos dicen po, po, po,
cuando tienen hambre, cuando tienen fro.
La gallina busca el maz y el trigo,
les da la comida y les presta abrigo.
(Los pollitos dicen)
Objetivos relacionados: 2, 8, 11, 17, 34
Las partes del cuerpo

El elefante del circo mueve sus patas as,
es muy grande y muy pesado y no se parece a ti.
Si le das un cacahuate su gran trompa mover
y despus con las orejas muchas gracias te dar.
(El elefante del circo)
2. Invite a los nios a escuchar el poema o a cantar la
cancin con usted.
3. Haga nfasis en que muchos poemas tienen palabras
que riman. Vuelva a leer las palabras que riman.

Para asegurarse de que todos los nios
puedan escuchar las palabras que riman,
limite las distracciones y el nivel de ruido
en el saln.
Use poemas cortos con rimas sencillas.

Tenga a mano una caja con objetos con
nombres que rimen con las palabras del
poema. Saque un objeto de la caja y pida
a los nios que digan una palabra que
rime.
Est atento a indicios de que un nio

o nia desea participar, como gestos,
movimientos del cuerpo o expresiones
faciales.**
A medida que los nios aprenden a

producir los sonidos de las letras de su
segunda lengua, acepte sus intentos
sin corregir los errores. Demuestre la
pronunciacin correcta.**
opcin, Rimas, utiliza

la Tarjeta de enseanza
intencional LL10, Lista
de rimas.
AMARILLO
Elija una cancin o un poema con rima que sean conocidos e invite al nio o nia a usar un
ttere u otro accesorio mientras usted canta o recita.
Escuchemos las palabras que riman. Los pollitos dicen po, po, po, cuando tienen hambre,
cuando tienen fro.
VERDE
Invite al nio o nia a cantar la cancin conocida con rimas o a recitar el poema con usted.
Cantemos juntos y escuchemos qu palabras riman. El elefante del circo mueve sus patas as.
Es muy grande y muy pesado y no se parece a ti.
Cante la cancin de nuevo y anime al nio o nia a decir las palabras que riman, haciendo una

sus observaciones
a cada nio o nia:
Pudo identificar las palabras que riman?

Cuntas palabras pudo rimar?
Cmo interactu con usted y particip
en el canto?
Por cunto tiempo prest atencin a

esta actividad?
pausa antes de decirlas.
VERDE
Anime al nio o nia a decir las palabras que faltan en una cancin o un poema con rima. Dele
ayuda enfatizando las palabras que riman con la palabra que falta.
AZUL
AZUL
Pimpn es un mueco de trapo y de cartn. Se lava la carita con agua y con _____.
Aprendamos jugando
Juegos relacionados
Hagamos rimas
Al cantar una cancin con rima, use una palabra incorrecta que no rime y detngase para que el
nio o nia note el error y lo corrija.
MORADO
MORADO
Que llueva, que llueva. La vieja est en la montaa.

D ejemplos de palabras de una slaba que rimen para explicar al nio o nia el concepto de
ataque y rima. Luego pdale que piense en otras palabras que rimen.
Escucha: No s quin soy, ni adnde voy. Qu palabras riman? Muy bien, voy y soy riman.
Puedes pensar en otra palabra que rime con voy y soy? As es, hoy rima con voy y soy.
Escriba las palabras en el cuadro de esta manera (s oy; v oy; h oy) para hablar del concepto de
ataque y rima. Diga que el ataque es la primera consonante o el sonido consonante inicial en
una palabra y la rima es el resto de la palabra, p. ej., r ey, l ey; v as, d as.
ITC_Language_Literacy_sp.indd 10
10/15/10 12:1
55
Intentional Teaching Card LL14

The second option for small-group time during Day 1, Investigation
1 is Rhyming Zoo. This activity refers teachers to Intentional
Teaching Card LL14, Did You Ever See?
LL14
Did You
Ever See?
Music and Movement
Objective 15
What You Do
Related Objectives: 3, 9, 10, 11, 17, 34
3. Explain to the children that they are going to make

Materials: pictures
of familiar animals, e.g., cat,

dog, sheep, mouse, and snake; audio recorder
up new verses to the song. Show the children the

animal pictures, and review their names. Invite the
children to think of words that rhyme with the names
of the animals they want to use in the song.
1. Invite the children to join you in singing Down By
Yes, Nolan, sheep and sleep do rhyme. We can

sing the song with those words. How about,
Did you ever see a sheep, falling asleep, down
by the bay?
the Bay. Sing the song together enough times for

the children to become familiar with it. This is the
first verse:
Down by the bay, where the watermelons grow,

Back to my home, I dare not go,
For if I do, my mother will say,
Did you ever see a goose
Kissing a moose,
Down by the bay?
4. Write the rhyming word combinations on chart paper.

Use an audio recorder to record the children singing

Record two or three pairs of rhyming
words on a childs communication device.
Use animal props for a child to hold as

you talk about rhyming.
When English-language learners ask

you to name an object in English, ask
them to tell you its name in their home
languages.**
Give all children time to express

themselves.**
each new verse. Create new verses for as long as the

activity interests the children.
5. Explain that the recordings will be in the Music
2. Remind the children that rhyming words sound alike
and Movement area and that children may play the
at the end. Give examples of rhyming words in the
recordings and listen for the rhyming words during
song (bay, say; go, grow; moose, goose). Invite a child
choice time.
to repeat rhymes from the song.
Troy, did you hear any other rhyming words in

the song besides moose and goose?
Teaching Sequence
Invite the child to point to the picture of the animal in each verse as you sing it. Talk about the
YEllOW
word that rhymes with the animal the child points to.
Yes, that is a duck. We sang, Did you ever see a duck, driving a truck, down by the bay?
Questions to Guide
Your Observations
Was the child able to recognize and name
the rhyming words?
Was the child able to produce a rhyming

Ask the child to sing with you, and invite her to sing the rhyming words differently from the other
GREEn
words, e.g., louder, softer, faster, or slower.
We know the animal in the song will be a cat. When its time to sing the word that rhymes
with cat, well sing it very softly.
word related to a specific animal?
Did the child follow along as you reviewed

the word pairs on the chart?
Was the child able to participate by

singing along?
Sing the song, and leave out the name of the animal and the rhyming word. Assist the child by
GREEn
pointing to the animal picture for him to sing.
This time lets see if you can sing the rhyming words without me.
BlUE
Did you ever see a ____, wearing a _____, down by the bay?
Great! You saw me point to the fly, and you sang fly and tie.
Create word combinations that may, or may not, rhyme. Encourage the child to choose the correct
BlUE
pairs of words for the song.

PURPlE
Here on the chart we have snake and slither. Slither describes how a snake moves. Do those
words rhyme? No, they both start with s, but they do not rhyme. Lets look at the next pair
of words.
PURPlE
Encourage the child to create and sing multiple sets of rhyming words independently. Write the
word pairs on the chart paper to review with the child after singing.
56
Lets sing all of your verses now. I see that you even thought of rhyming words for animals we
dont have on our cards!
Rhyming
Sample Pages
Tarjeta de
enseanza
intencional
LL14
La segunda opcin
para la reunin en
grupo pequeo
durante el Da 1,
Investigacin 1
es Rimas con
animales. Esta
actividad remite a
los maestros a la
Tarjeta de enseanza
intencional LL14, A
mi burro le duele.
LL14
A mi burro
le duele...
Msica y movimiento
Objetivo 15
Demuestra conciencia fonolgica
Qu hacer
Objetivos relacionados: 3, 9, 10, 11, 17, 34
3. Explique a los nios que van a inventar nuevos
ilustraciones de las siguientes partes

del cuerpo y las palabras que riman: cabeza, cereza;
nariz, lombriz; barriga, hormiga; corazn, buzn;
garganta, manta; orejas, cejas; ojos, anteojos rojos;
grabadora de audio
Materiales:
versos para la cancin. Muestre imgenes de otras

partes del cuerpo (p. ej., garganta, orejas y ojos) y
nombres o ilustraciones de palabras que rimen con
ellas (p. ej., manta, cejas y rojos). Repita todas las
palabras con los nios y pdales que sealen los
pares de palabras que riman.
1. Invite a los nios a cantar la cancin A mi burro.

Cante con ellos tantas veces como sea necesario para
que los nios se familiaricen con la letra de la cancin.
A mi burro, a mi burro le duele la cabeza,

el mdico le manda jarabe de cereza.
A mi burro, a mi burro le duele la nariz,
el mdico le manda que mire una lombriz.
A mi burro, a mi burro le duele la barriga,
El mdico le manda que se coma una hormiga.
A mi burro, a mi burro le duele el corazn
el mdico le manda que mire en el buzn.
2. Recuerde a los nios que las palabras que riman
suenan igual al final. D ejemplos de palabras que
S, Nolan, ojos y rojos riman. Podemos cantar

la cancin con esas palabras. Qu les parece
si cantamos: A mi burro, a mi burro le duelen
los ojos. El mdico le manda que compre
anteojos rojos.
4. Escriba las combinaciones de palabras que riman

Grabe dos o tres pares de palabras que
rimen, en la grabadora de un nio o nia.
Use accesorios relacionados con las

palabras de la cancin para que los nios
los sostengan mientras usted habla de
la rima.
Cuando los nios que aprenden una

segunda lengua le pidan nombrar un
objeto, pregnteles el nombre de ese
objeto en su lengua materna.**
D a todos los nios tiempo suficiente

para expresarse.**
en un pliego de papel. Use una grabadora de audio

para grabar a los nios cada vez que canten un nuevo
verso. Siga cantando con los nios mientras estn
interesados en la actividad.
5. Explique que las grabaciones estarn disponibles en
el rea de msica y movimiento y que podrn orlas
durante la hora de elegir actividades.
riman en la cancin (cabeza, cereza; nariz, lombriz;

barriga, hormiga; corazn, buzn). Invite a un nio o
nia a repetir rimas de la cancin.
Troy, oste otras palabras que riman en la

cancin, adems de nariz y lombriz ?
Mucho ms que una traduccin
AMARILLO
Mientras cantan cada verso, pida a un nio o nia que seale una parte del cuerpo mientras
usted nombra la palabra que rima.
Nuestros materiales en espaol
S, esa es la garganta. Cantemos: A mi burro, a mi burro le duele la garganta. El mdico le

manda bufandas y una manta.
son cultural y lingsticamente

apropiados. Por ejemplo, en vez
de traducir Down by the Bay,

sus observaciones
a cada nio o nia:
Pudo reconocer y nombrar las palabras

que riman?
VERDE
Pida a un nio o nia que cante un verso con usted, pero dgale que van a cantar la palabra que
rima de una manera diferente, p. ej., ms fuerte, ms suave, ms rpido o ms despacio.
aqu usamos A mi burro, una
Ya sabemos que la parte del cuerpo en la cancin sern las orejas. Cuando sea el momento
de cantar la palabra que rima con orejas (cejas), la cantaremos muy bajito.
cancin tradicional en espaol.

VERDE
Al cantar, omita el nombre de la parte del cuerpo y la palabra que rima. Ayude al nio o nia
sealando las ilustraciones para que l o ella diga las palabras al cantar.
Veamos si esta vez puedes cantar las palabras que riman sin mi ayuda.
AZUL
A mi burro, a mi burro le duelen las ______. El mdico le manda que se pinte las _____.
Excelente! Me viste sealando las orejas, y cantaste cejas.
Pudo producir una palabra que rima

con una de las partes del cuerpo
mencionadas?
Prest atencin mientras usted repasaba

los pares de palabras escritas en el
pliego de papel?
Particip en la actividad cantando

en coro?
Aprendamos jugando
Juegos relacionados
Hagamos rimas
AZUL
Combine palabras que rimen y que no rimen. Anime al nio o nia a elegir la pareja de
palabras correcta para la cancin.
MORADO
MORADO
Aqu en la tabla tenemos cabeza y corazn. Estas palabras riman? No, las dos empiezan con
c, pero no riman. Veamos el siguiente par de palabras.
Anime al nio o nia a crear varias series de palabras que rimen y a cantarlas de manera
independiente. Escriba los pares de palabras en el pliego de papel para revisarlas con l o ella
despus de cantar.
Cantemos ahora todos tus versos. Veo que tambin pensaste en palabras que riman con
partes del cuerpo que no tenemos en nuestras tarjetas!
ITC_Language_Literacy_sp.indd 14
10/15/10 12:13:34 PM
57
Volume 5: Objectives for Development & Learning

Supporting Phonological Awareness
During Day 1, Investigation 1 of the Balls Study, teachers are referred to Volume 5:
Objectives for Development & Learning in order to obtain more information about
supporting childrens phonological awareness.
Literacy
Objective 15
Demonstrates
phonological
awareness
15
58
Phonological awareness, or phonological sensitivity,

is the ability to discern the sounds and patterns of
spoken language. As this awareness develops, children
learn to hear the separate sounds of oral language that
are blended in ordinary speech. For some children,
distinguishing the parts of spoken language is difficult
because it requires them to attend to the sounds of
speech separately from meaning.
Phonological awareness is an important skill
in learning to read. Children typically begin to
demonstrate this awareness by about age 3, and their
skills improve gradually over many years (Snow,
Burns, & Griffin, 1998). Phonological sensitivity
is a strong predictor of later reading, writing, and
spelling ability (National Early Literacy Panel,
2004, 2008). Instruction that strengthens childrens
phonological awareness has been shown to contribute
to later reading success (Ehri et al., 2001; National
Early Literacy Panel, 2008). Children become
phonologically aware through experiences such as
reciting poems, singing, and clapping the syllables
of chanted words (Adams, 1990, 2001; Carroll,
Snowling, Hulme, & Stevenson, 2003; Strickland
& Schickedanz, 2004). Phonological awareness
skills are typically learned in a particular order
(Anthony, Lonigan, Driscoll, Phillips, & Burgess,
2003). However, children acquire these skills in an
overlapping sequence rather than by mastering one
level before the next (Dickinson & Neuman, 2006).
Children who are learning two or more languages

must learn very different sound systems (Gonzalez,
1998). They must distinguish English phonemes
that may not be part of their native languages. A
child may therefore have difficulty hearing and/or
producing the sounds of English.
84
Sample Pages
Objective 15 Demonstrates phonological awareness

a. Notices and discriminates rhyme
Not Yet
Joins in rhyming songs and

games
Fills in the missing rhyming

word; generates rhyming words
spontaneously
Hums along and joins in

random words in rhyme
Sings with a group, One, two,
buckle my shoe
Completes the rhyme in the

phrase, The fat cat sat on the
____ (mat).
Chants spontaneously, Me, fee,
kee, tee, lee, bee.
Decides whether two words

rhyme
Generates a group of rhyming

words when given a word
Do bear and chair rhyme?

What about bear and goat?
Matches rhyming picture
cards
Says, bat, sat, lat, when

asked, What words rhyme
with cat?
b. Notices and discriminates alliteration

Not Yet
Sings songs and recites rhymes

and refrains with repeating
initial sounds
Sings, Im bringing home a
baby bumble bee
Shows awareness that some

words begin the same way
Matches beginning sounds of

some words
Isolates and identifies the

beginning sound of a word
Says, Max and Mayaour

names start the same!
Groups objects or pictures

that begin with the same
sound
Picks up a toy bear when
asked, What begins the same
way as box, baby, and bike?
Says /m-m-m/ when asked

What is the first sound of the
word milk?
Responds /t/ after being
asked, Whats the beginning
sound of toy, toe, teeth?
Literacy
86
Objective 15 Demonstrates phonological awareness

c. Notices and discriminates smaller and smaller units of sound
Not Yet
Objective 15
Hears and shows awareness of

separate words in sentences
Hears and shows awareness of

separate syllables in words
Verbally separates and blends

onset and rime
Verbally separates and blends

individual phonemes in words
Joins in clapping each word

while chanting, I like ice cream.
Jumps upon hearing a
specified word in a story
Claps each syllable of name,

Tri-na
Puts together pen and cil to
say pencil
Puts together foot and ball to
say football
Says, hat after hearing /h//at/

Claps each phoneme of the
word hat /h/ /a/ /t/
Points to Jonathan when
Volume 5: Objectives
Development
& Learning
teacher plays game and asks,
Saysfor
hat
after hearing
Wheres _onathan?
/h/ /a/ /t/
Strategies
Know each childs level of phonological awareness
and provide appropriate experiences. Plan specific
activities to help children attend to rhyme,
alliteration, and smaller and smaller units of sound.
Play games that focus on alliteration (initial

sounds). For example, have children think of words
that begin with the same sound as another childs
name (Bonito, Betty, baby, bath, buttons, etc.).
Encourage children to listen to sounds in the

environment. Record different sounds for children to
identify.
Clap or tap rhythm sticks to mark the syllables of

preschool and kindergarten childrens names as you
say them.
Use songs, stories, and rhymes that play with

language. Informally, but intentionally, draw
childrens attention to the sounds of language.
Draw childrens attention to the phonemes in

spoken words during daily routines. For example,
dismiss children to go to lunch by saying, If your
name begins with the /m/ sound like Matthew, you
may go to lunch.
Encourage children to play with words and to make

up their own rhymes.
Plan activities with older preschool and

kindergarten children that focus on onset and rime.
For example, have children group words by their
beginning sounds (rake, rat, rose) or create word
families that emphasize the ending sounds (ring,
sing, king).
Encourage kindergarten children to draw pictures
and write their own rhyming words to share with
other children.
Provide opportunities for older kindergarten
children to make up their own alliteration sentences,
e.g., a T sentence might be, Tommy tells Tyron to
tickle Terry.
Have children fill in rhyming words in a verse. For

example, The cat wore a____ (hat). He slept on a
____ (mat). He played with a _____(bat).
59
85
Volumen 5: Objetivos para el desarrollo y el aprendizaje

Apoyo para desarrollar el conocimiento fonolgico
Durante el Da 1, Investigacin 1 del Estudio de las pelotas, bolas y balones, los maestros
son dirigidos al Volumen 5: Objetivos para el desarrollo y el aprendizaje para poder obtener
ms informacin sobre cmo apoyar el conocimiento fonolgico de los nios.
Objetivo 15
Demuestra
conocimiento
fonolgico
15
El conocimiento fonolgico, o sensibilidad

fonolgica, es la capacidad de distinguir los sonidos
y los patrones del lenguaje hablado. A medida que se
desarrolla esta conciencia, los nios aprenden a or
los diferentes sonidos del lenguaje que se combinan
en el habla cotidiana. Para algunos nios es difcil
distinguir las partes del lenguaje hablado porque esto
requiere que presten atencin a los sonidos del habla,
independientemente de su significado.
El conocimiento fonolgico es una destreza
fundamental para aprender a leer. Tpicamente,
los nios comienzan a desarrollar esta conciencia
alrededor de los tres aos de edad y sus destrezas
mejoran gradualmente a lo largo de muchos aos
(Snow, Burns, & Griffin, 1998). La sensibilidad
fonolgica es un fuerte indicador de la capacidad
posterior para leer, escribir y deletrear (National
Early Literacy Panel, 2004, 2008). Se ha demostrado
que toda enseanza que refuerza el conocimiento
fonolgico contribuye al xito posterior de los
nios en la lectura (Ehri et al., 2001; National
Early Literacy Panel, 2008). Los nios adquieren el
conocimiento fonolgico por medio de experiencias
como recitar poemas, cantar y palmear las slabas de
las palabras entonadas (Adams, 1990, 2001; Carroll,
Snowling, Hulme, & Stevenson, 2003; Strickland &
Schickedanz, 2004). Las destrezas de conocimiento
fonolgico
se aprenden
Objetivo
15 generalmente en un orden
determinado (Anthony, Lonigan, Driscoll, Phillips,
& Burgess, 2003). Sin embargo, los nios adquieren

estas destrezas siguiendo una secuencia en la
que los niveles se traslapan en vez de dominarlas
progresivamente de nivel en nivel (Dickinson &
Neuman, 2006).
Los nios que aprenden dos o ms lenguas deben
aprender sistemas fonolgicos muy diferentes
(Gonzalez, 1998). Dada esta diferencia en los sistemas
fonolgicos, es importante que el nio o nia que
aprende una segunda lengua use los sonidos de la nueva
lengua y no los de su lengua que se habla en el hogar
(Genesee, Paradis, & Crago, 2004). A muchos nios
se los diagnostica con problemas en el habla por usar
el sistema fonolgico de la lengua que se habla en el
hogar al hablar la nueva lengua. Se ha comprobado que
el conocimiento fonolgico se puede transferir de una
lengua
a otra. Por
Objetivo
15ejemplo, si el nio o nia en etapa
preescolar puede identificar rimas en su lengua que se
habla en el hogar, le ser ms fcil identificar las rimas
en una segunda lengua (Lopez & Greenfield, 2004).
Demuestra conocimiento fonolgico
Las investigaciones han demostrado que conocimientos

fonolgicos slidos en espaol pueden facilitar el
aprendizaje del ingls en nios que adquieren el
lenguaje de forma dual en ambos idiomas (August
& Hakuta, 1997; August 2003). Por aadidura, se
ha demostrado que la adquisicin y la continuidad
del conocimiento fonolgico son muy parecidas en
ingls y en espaol (Denton et al., 2000). Una de las
principales diferencias en el conocimiento fonolgico
entre ambos idiomas es el concepto del sonido inicial
y la rima. El ataque consiste en todos los sonidos
Las investigaciones han demostrado que conocimientos consonantes que ocurren antes de la primera vocal
fonolgicos slidos en espaol pueden facilitar el
en una palabra monosilbica. La rima es el primer
Volumen 5: Objetivos para el desarrollo y el aprendizaje
aprendizaje del ingls en nios que adquieren el
sonido voclico y todos los sonidos que le siguen en83
lenguaje de forma dual en ambos idiomas (August
una palabra monosilbica. Dado que existen muy
& Hakuta, 1997; August 2003). Por aadidura, se
pocas palabras monosilbicas en espaol, aqu este
ha demostrado que la adquisicin y la continuidad
concepto no es tan determinante. Al examinar las
del conocimiento fonolgico son muy parecidas en
palabras en espaol que tienen rima, se encuentra que
ingls y en espaol (Denton et al., 2000). Una de las
la rima comienza en la ltima vocal acentuada, ya sea
principales diferencias en el conocimiento fonolgico
que est en la ltima slaba de la palabra o no.
entre ambos idiomas es el concepto del sonido inicial
y la rima. El ataque consiste en todos los sonidos
60
consonantes que ocurren

en una palabra monosil
sonido voclico y todos l
una palabra monosilbic
pocas palabras monosilb
concepto no es tan deter
palabras en espaol que
la rima comienza en la
que est en la ltima sla
Sample Pages
Objetivo 15
a. Nota y diferencia la rima

Todava
no
Participa en or canciones y
juegos con rima
Debe decidir si riman dos

palabras que presenta el
maestro.
Decide si riman los
nombres de dos tarjetas con
ilustraciones que presenta el
maestro.
Adivina qu palabra va a ocurrir

segn la repeticin de la rima.
Entona espontneamente
palabras o sonidos al azar que
riman.
Produce palabras que riman

cuando se le da una palabra
Decide si dos palabras riman
Aporta la rima que falta; produce

espontneamente palabras que
riman
Tararea una cancin

conocida, diciendo slo las
palabras que riman.
Canta en grupo canciones
que riman.
Dice: flan, van, Juan cuando

el maestro le pregunta qu
palabras riman con dan?.
b. Nota y diferencia la aliteracin

Todava
no
Participa en trabalenguas,
rimas y canciones en las que
se repite el mismo sonido
varias veces
Muestra conciencia de que

algunas palabras comienzan
con el mismo sonido
Dice: Mara y Miguel:
nuestros nombres comienzan
igual.
Acompaa al cantar canciones

y rimas que contienen los
mismos sonidos iniciales.
Identifica palabras con los

mismos sonidos iniciales
Asla e identifica el sonido

inicial de una palabra
Agrupa objetos o dibujos

cuyos nombres comienzan con
el mismo sonido.
Indica un payaso cuando le
preguntan: Qu empieza con
el mismo sonido que pie, pap
y pulpo?.
Dice: /l-l-l/ cuando el

maestro le pregunta cul es el
sonido inicial de leche.
Dice: /b/ cuando el maestro
le pregunta cul es el sonido
inicial de barco, bombero y
burro.
Lectoescritura
Objetivo 15
86
c. Nota y diferencia unidades cada vez ms pequeas del sonido

Todava
no
Escucha y reconoce las

palabras en oraciones
En un grupo, da una palmada
con cada palabra al recitar:
Yo soy un nio.
Salta al escuchar una palabra
especfica en un cuento.
4
Muestra conciencia de las
slabas por separado y las
puede reproducir
Da una palmada con cada
slaba de la palabra si-lla.
Une las slabas si y lla
para decir silla.
Une las slabas li y bro
para decir libro.
6
Puede separar cada slaba en
su sonido inicial y su sonido
final
Puede separar cada fonema de

la palabra
Separa la palabra mar por

fonema
/m/ /a/ y
/r/.
Puede separar los sonidos
en5: Objetivos para
Volumen
el desarrollo
el aprendizaje
la slaba pa diciendo /p/ y
Dice mar despus de or /m/
/a/.
/a/ /r/.
Puede separar los sonidos en
la slaba mar diciendo /m/
y /ar/.
Objetivo 15 Demuestra conocimiento fonolgico

Estrategias
Conozca el nivel de conocimiento fonolgico
de cada nio o nia y proporcione experiencias
adecuadas. Planifique actividades especficas que
ayuden a los nios a prestarle atencin a la rima,
Glosario
la aliteracin
y a unidades de sonido ms y ms
pequeas.
/ /: Las barras diagonales a cada lado
Anime a los nios a or los sonidos de su entorno.
de una letra indican el sonido (en vez
Grabe diferentes sonidos para que los nios los
del nombre) de la letra. Por ejemplo,
identifiquen.
/m/ indica el sonido consonante inicial
de la palabra
Use canciones,
cuentosmono.
y rimas que tengan juegos
de palabras. De manera informal, pero deliberada,

dirija la atencin de los nios a los sonidos de la
lengua.
Anime a los nios a hacer juegos de palabras y a
inventar sus propias rimas.
Planifique actividades para los nios mayores de

preescolar y los de kindergarten que se concentren
en el sonido inicial y la rima. Por ejemplo, pida a
los nios que agrupen palabras monosilbicas por
su sonido inicial (sin, sol, sal) o que formen familias
de palabras que hagan nfasis en los sonidos
finales
dan,
fonema: Unidad mnima
de(pan,
sonido
entan, van).
rimar: Las palabras que riman tienen
aliteracin: Repeticin del sonido
Mientras nombra a los nios de preescolar y de
una palabra.
los mismos sonidos finales a partir
consonante inicial en dos o ms
Anime a los nios de kindergarten a hacer dibujos
kindergarten, d palmadas o use palitos rtmicos
de la ltima vocal acentuada, ya sea
palabras cercanas como, por ejemplo,
y escribir sus propias palabras que riman, para
para marcar las slabas de sus nombres.
solamente las vocales o tanto las
en varios vasos verdes.
compartirlos con dems.
vocales como las consonantes.
Dirija la atencin de los nios a los fonemas de
Haga juegos que se concentren en la aliteracin (los
sonidos iniciales). Por ejemplo, pida a los nios que
piensen en palabras que comiencen con el mismo
sonido con que comienza el nombre de otro nio
o nia (Mara, Martn, mam, maana, mantel,
etctera).
palabras habladas durante las rutinas diarias.

Por ejemplo, deje que los nios vayan a almorzar
diciendo: Si tu nombre comienza con el sonido /s/
como en Selena, puedes ir a almorzar.
D a los nios mayores de kindergarten la

oportunidad de crear sus propias oraciones
aliterativas. Por ejemplo, una oracin para la P
sera Pablo pide pan para Pepe.
Pida a los nios que completen versos con palabras

que rimen. Por ejemplo: Toms quiere ____ (ms).
Pide pan y no le ____ (das). Pide queso y te ____ (vas).
61
85
Invite children to pretend to bounce

and dribble in different ways and
directions. Use spatial terms and
model their meanings, e.g., left,
right, behind, in front of, high, low,
sideways, and in between.
Mighty Minutes
Have a child hold up a numeral card

and then name a body part. Have the
children count aloud as they move
that body part the same number of
times as indicated on the card.
Day 1, Investigation 1 refers teachers to two

opportunities to incorporate Mighty Minutes into
the days activities. Mighty Minutes 41, The
Imaginary Ball, encourages children to demonstrate
Bounce an imaginary ball. Each time

it bounces, say a simple word and
have the children call out words that
rhyme with it.
knowledge about themselves. Mighty Minutes 30,

Bounce, Bounce, Bounce, has children explore
dance and movement concepts using music.
The Ima
ginary B
all
41
Objectiv
Demon e 29
strates k
Related
nowledg
Objecti
e about
ves: 1, 3
,4
What Yo
, 8, 15,
MightyMinutes_26-51.indd 32
unce,
Bounce, Bo
Bounce
What You
pretend
to b
30
Do
MightyM
inutes_
26-51.in
dd 31
nce aro
ounce, bou
Bounce, b
oor.
fl
ound the
bouncing
Bounce ar
bouncing,
,
g
n
ci
n
u
o
b
,
Bouncing
more.
more and
More and
around
Adapt the song to other studies by
Fly, fly, fly
the floor.
creating new rhymes.
g
Fly around
in
, fly
ing, flying
.
Flying, fly
re
mo
more and
Pound, pound, pound a nail
More and
Pound it into wood.
Pounding, pounding,
pounding,
5:14:06 PM
10/15/10
pounding
That is strong and good.
9
6-51.indd
utes_2
62
10/15/10 5:14:07 PM
ounce
2. Invit
e child
r
en to p
bouncin
retend
g the im
they ar
aginary
e
parts o
ball wit
f their
h differ
b
odies.
to toe,
ent
Moving
demon
from h
strate b
e
head, s
a
d
ouncin
houlde
g it wit
rs, elbo
h your
ws, kne
3. Play
es, and
lively m
toes.
u
sic dur
such a
ing this
s Swe
activity
et Geo
rgia Br
,
own.
ow
w, Row, R
ne of Ro
tu
e
th
1. Sing to
t.
vements
Your Boa
as for mo
rens ide
d
il
h
, e.g.,
c
e
n
o
the s g
2. Use th
them into
te
ra
ick,
o
k
,
rp
h
o
and inc
rn, marc
, twist, tu
e
c
n
a
d
,
e
bounc
or fly.
und
MightyMin
u Do
self
1. Invit
e child
ren to
bouncin
pretend
g imag
they ar
inary b
e
Say, B
alls wit
oing, bo
h their
ing! as
hands.
a ball.
you
35
t
Objective ance and movemen
d
s
re
Explo
15, 34, 36
concepts
8, 11, 14,
: 1, 3, 4, 5,
bjectives
Related O
35
Smash, smash, smash a can

Smash it nice and flat.
Smashing, smashing, smashing, smashing
What do you think of that?
10/15/1
0 5:14
:07 PM
Sample Pages
Mega Minutos
El Da 1, Investigacin 1 dirige a los maestros a dos oportunidades para incorporar los
Mega Minutos en las actividades del da. Mega Minutos 41, La pelota imaginaria motiva
a los nios a demostrar el conocimiento sobre s mismos. Mega Minutos 30, Bailemos
juntos!, invita a los nios a explorar los conceptos de baile y movimiento con la msica.
Invite a los nios a simular que hacen

rebotar y driblar la pelota de distintos
modos y en distintas direcciones. Use
trminos espaciales y demuestre el
significado, por ejemplo, izquierda,
derecha, atrs, al frente, arriba, abajo,
al lado, en medio.
Pida a un nio o nia que muestre
una tarjeta numrica y diga el nombre
de una parte del cuerpo. Los dems
nios mueven esa parte del cuerpo el
nmero de veces que indica la tarjeta
y cuentan en voz alta.
Bailemos ju
ntos!
a
inari
g
a
ta im
pelo
Objetivos re
lacionados
: 1, 3, 4, 5,
Qu hacer
41
smo
mi
s
e
od
ient , 35
m
9
i
2
c
5
cono , 4, 8, 1
32
etivo MightyMinutes_26-51_spCX.indd
Obj uestra nados: 1, 3
o
m
i
De s relac
La
Qu
2. Use las
ideas de lo
s nios pa
movimien
ra agregar
tos, por ej
em
plo, girem
marchemo
os,
s, saltemo
s, volemos,
n
ademos.
Naranja dulc
e, limn par
tido,
bailemos jun
tos, yo se los
pido.
Bailemos jun
tos con much
a gracia,
bailemos jun
tos con much
as ganas.
10/15/10 10:34:06 AM
r
hace
Adapte la cancin para usarla en

otras actividades:

comamos
yo se los pido.
tes_26juntos,
-51_spCX
.indd 9
Comamos juntos con
apetito,
comamos juntos poco a poquito.
MightyMinu
10
/15/
10
indd
CX.
31
8, 11, 14, 34
, 36
1. Cante es
ta cancin
al ritmo d
dulce.
e Naranja
ar

bot
n re Simule
a
g

a
.
h
o

e
an
s qu
a:
a m
nio s con l a y dig

s
o
ia
ot
a l
inar
pel
ida
1. P
mag tar una
i
r

s
o
ta
ace
a h
pelo ace reb
s
o

n
h
ni
a
los arias e do un
que tan!.
n
e a
,
n
t
i
e
n
i
i
g
a
v
s,
v
t
a
s, in tas im po. Mo los pie

pu
r
o
a
l
s
,
e

e
e
a
u
a
ez
2. D r las p s del c cabez
cab

a
a
s
a
e
t
l
l
t

o

o
en
y l
reb tas par ria de
arla odillas
a
t
n
n
i
o
i
t
b
r
dis
mag mo re
las
ta i
os,
nte
pelo estre c os cod
ura
d

l
a
u
,
d
.
dem mbros ies.
ima
to
o
o an e tapa
p
h
s
d

s
o
n
l
b
lo
fo
e
de
Jara
os d
sica
el
ded
o
m
m
o
e
d, c
oqu
3. T ctivida
a
esta
o
etiv
Obj
30
Objetivo 35
Explora con
movimientoceptos del baile y el
Haga rebotar una pelota imaginaria.

Cada vez que rebote, diga una
palabra sencilla y pida a los nios
que digan una palabra que rime.
4:06
10:3
AM
10/15/10

leamos juntos, yo se los pido.
Leamos juntos con atencin,
leamos juntos con emocin.
63
5:08:41 PM
At Teaching Strategies, we share your

most important goal: helping children
to succeed in school and in life.
We hope youve enjoyed this tour of The Creative Curriculum
for Preschool and that it has helped you understand the many benefits
it offers for teachers, administrators, and families. These include
Benefits for Teachers
Benefits for Administrators
Benefits for Families
Daily support and guidance:

Daily plans for every day of the
year offer all the tools teachers need
to teach intentionally and plan
meaningful learning experiences,
right from the first days of school.
Confidence that standards

are being met: 38 objectives
aligned with Head Start and state
early learning standards offer
administrators confidence that
important standards are being met.
Flexibility: Studies offer plenty of

flexibility: teachers can change
the order, extend the investigation,
or incorporate their own activities
and themes.
Support for teacher professional

development: Extensive online and
in-person training opportunities
are readily available, and five
foundational volumes offer teachers
ongoing support for building
professional knowledge.
Regular opportunities for family

involvement: Guidance and
support for including families are
built right into daily plans, with
regular opportunities to invite and
include family participation in
childrens learning.
Differentiated instruction: Daily

resources enable teachers to quickly
and easily adapt activities to make
them more or less challenging,
giving teachers the ability to
differentiate instruction to meet
the needs of every learner.
Objectives for development
and learning: 38 objectives offer
teachers assurance that they are
meeting essential early learning
standards every day and focusing
on whats most important for
school readiness.
64
Tools for teachers at all

experience levels: Daily resources
ensure that new teachers have
everything they need to be
successful, and veteran teachers
can apply everything they know
and have learned into the studies.
In either case, administrators
can be confident that every teacher
is meeting important learning
objectives.
Family communication tools:

Pre-filled Weekly Planning Forms
are available to share with families,
offering important information
about what children are doing at
school and encouraging families to
support learning at home.
Teaching children to be creative, confident thinkers.

for Preschool
An award-winning curriculum featuring individualized experiences,
38 research-based objectives, and exploration and discovery as a
way of learning. Teaching children to be creative, confident thinkers.
TeachingStrategies.com/Curriculum
7101 Wisconsin Ave., Suite 700

Bethesda, MD 20814
800.637.3652
Copyright 2013 by Teaching Strategies, LLC. All rights reserved. Permission required for reprinting.
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What are the main components of The Creative Curriculum for Preschool?

What are the main components of The Creative Curriculum for Preschool?

How does The Creative Curriculum for Preschool support differentiated instruction?

How does The Creative Curriculum for Preschool support differentiated instruction?

The Creative Curriculum

1 The Creative Curriculum for Preschool

How The Creative Curriculum Works

How Curriculum and Assessment Are Linked

The Creative Curriculum for Preschool: Foundation

22 Intentional Teaching Cards

25 Childrens Book Collection

26 Book Discussion Cards

How the Curriculum Supports English Language Development

34 Sample Pages: Balls Study

37 Why Investigate Balls?

48 Day 1, Investigation 1: Book Discussion Card

52 Day 1, Investigation 1: Intentional Teaching Cards

58 Day 1, Investigation 1: Volume Excerpt

62 Day 1, Investigation 1: Mighty Minutes

The Creative Curriculum for Preschool

Diane Trister Dodge

The Evolution of The Creative Curriculum for Preschool

The third edition of The

The second edition of The

The Creative Curriculum, Fourth

The fifth edition of The Creative

The Creative Curriculum for Preschool

The Creative Curriculum for Preschool

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

English, 6 Teaching Guides

Spanish, 6 Teaching Guides

El Currculo Creativo para educacin preescolar: Tarjetas de enseanza intencional

de tarjetas con cada nmero y

1. Invite a los nios a que exploren las tarjetas de

nmeros. Mustreles el nmero que est en un lado

2. Pida a los nios que digan los nmeros que ya saben.

Para incluir a todos los nios

3. Anime a los nios a que usen los dedos, botones u

Use texturas en las tarjetas, p. ej., puntos

otros objetos para contar cada cantidad.

Esta tarjeta tiene el nmero 4. Vamos a darle vuelta.

de Velcro. Use colores contrastantes

puedan usarlas durante la hora de elegir actividades.

en relieve para que los nios puedan

Est atento a los indicios de que un

nio o nia desea participar, tales

to make clean and neat

to pick foods such as wheat,

(demonstrate action) made or shaped

a person who grinds wheat into flour

everyday work or job around the

What could Little Red en

to talk about people who arent there

(point to illustration) dug in the

The Little Red Hen

The Creative Curriculum for Preschool Book Discussion Cards

Use nmeros y puntos magnticos o

Supporting SocialEmotional Development

estarn en el rea de juegos y juguetes para que