Curriculum: Putting Letters On The Top Of The Coconut Tree
ChickaChicka Boom Boom
Jaclyn Gosciak
Early Childhood Curriculum CE215
Kaplan University
Misty Kimbrell
Activity 1
Activity name: Putting Letters on the Top of the Coconut Tree
Age group: 3-4
Objective(s): They will be working on letter identification and formation.
Developmental domain addressed: By the children working together, they will be working on communication by having to recognize what letter goes where and social/emotional by working with each other to make the tree. This also will address physical as they will be walking and using their hands to put the letter on the tree.
Environmental arrangement: This activity takes place in the classroom by the white board where the teacher will hang the coconut tree.
List of materials: Chicka Chika boom book, Coconut tree, letters with magnets …show more content…
Sequence of events (be very specific!): This is a good 1st day of class activity to assess your kids’ writing & alphabetic abilities & to introduce the alphabet.
Teacher and children draw a coconut tree on construction paper. Then put the tree up on the chalkboard. Then the teacher gives each child a letter, as the teacher read the story when a child’s letter comes up in the story they are to walk up to the tree and put it up. Furthermore, as the story goes on as the letters fall of the child will go take the letter down as it was falling off.
Quick ideas for follow-up activities: As a follow-up activity I could give the children celery with peanut butter and alphabet cereal have them glue on letters that they remember are in the story.
Activity 2
Activity name: Coconut Bowling
Age group:
3-4
Objective(s): After doing this activity they will be able to add and subtract from ten. I am doing this activity to help with their counting skills.
Developmental domain addressed by playing this game together they will be working on social/emotional also will help them communicate, as they will need to communicate with each other and the teacher about how many coconuts are on the tree. They will also be using cognitive because they have to think how many coconuts are on the tree and how many are off. Furthermore, physical because they will be tossing the beanbags onto the tree.
Environmental arrangement: This activity will take place outside on the sidewalk
List of materials: Tarp with painted coconut tree, ten stuffed beanbag coconuts
Sequence of events (be very specific!): First, the student will be called on then they will take the ten coconuts and try to throw them onto the tree, after they are done, they will need to count the ones that made it on the tree. Then they will be asked so if seven made it on the tree how many fell off? They need to figure out seven are on the tree and three fell off so that equals ten.
Quick ideas for follow-up activities: I would follow this activity with a flash card game with the same number sequence.
Activity 3
Activity name: Chicka Chicka Bingo
Age group: 3-4
Objective(s): Match letter sounds with the right letter.
Developmental domain addressed: This activity will address cognitive and communication because they need to think about letter sounds and match them with the right letter.
Environmental arrangement: This activity will be done inside
List of materials: Bingo cards with letters, bingo markers, and teacher’s calling card & Prizes
Sequence of events Teacher gives every child a bingo card and marker then the teacher makes the sound of the letter the child is to mark the letter of the sound with the marker after a child gets a row all marked they are to call Chicka Chicka Boom Boom. If the child has them, all correct they get to pick something from the prizes.
Quick ideas for follow-up activities: After playing bingo, we will sit in a circle where we will go around and say a letter sound and the person next will have to say what letter that sound is.
K-W-L Chart for Chicka Chicka Boom Boom
What I Know
What I Wonder
(or want to know)
What I have Learned
References
Bogdan, P. (2011, March 29). Student-Centered Learning Environments: How and Why. Edutopia. Retrieved August 5, 2013, from http://www.edutopia.org/blog/student-centered-learning-environments-paul-bogdan
Jaclyn Gosciak
Early Childhood Curriculum CE215
Kaplan University
Misty Kimbrell
Activity 1
Activity name: Putting Letters on the Top of the Coconut Tree
Age group: 3-4
Objective(s): They will be working on letter identification and formation.
Developmental domain addressed: By the children working together, they will be working on communication by having to recognize what letter goes where and social/emotional by working with each other to make the tree. This also will address physical as they will be walking and using their hands to put the letter on the tree.
Environmental arrangement: This activity takes place in the classroom by the white board where the teacher will hang the coconut tree.
List of materials: Chicka Chika boom book, Coconut tree, letters with magnets …show more content…
Sequence of events (be very specific!): This is a good 1st day of class activity to assess your kids’ writing & alphabetic abilities & to introduce the alphabet.
Teacher and children draw a coconut tree on construction paper. Then put the tree up on the chalkboard. Then the teacher gives each child a letter, as the teacher read the story when a child’s letter comes up in the story they are to walk up to the tree and put it up. Furthermore, as the story goes on as the letters fall of the child will go take the letter down as it was falling off.
Quick ideas for follow-up activities: As a follow-up activity I could give the children celery with peanut butter and alphabet cereal have them glue on letters that they remember are in the story.
Activity 2
Activity name: Coconut Bowling
Age group:
3-4
Objective(s): After doing this activity they will be able to add and subtract from ten. I am doing this activity to help with their counting skills.
Developmental domain addressed by playing this game together they will be working on social/emotional also will help them communicate, as they will need to communicate with each other and the teacher about how many coconuts are on the tree. They will also be using cognitive because they have to think how many coconuts are on the tree and how many are off. Furthermore, physical because they will be tossing the beanbags onto the tree.
Environmental arrangement: This activity will take place outside on the sidewalk
List of materials: Tarp with painted coconut tree, ten stuffed beanbag coconuts
Sequence of events (be very specific!): First, the student will be called on then they will take the ten coconuts and try to throw them onto the tree, after they are done, they will need to count the ones that made it on the tree. Then they will be asked so if seven made it on the tree how many fell off? They need to figure out seven are on the tree and three fell off so that equals ten.
Quick ideas for follow-up activities: I would follow this activity with a flash card game with the same number sequence.
Activity 3
Activity name: Chicka Chicka Bingo
Age group: 3-4
Objective(s): Match letter sounds with the right letter.
Developmental domain addressed: This activity will address cognitive and communication because they need to think about letter sounds and match them with the right letter.
Environmental arrangement: This activity will be done inside
List of materials: Bingo cards with letters, bingo markers, and teacher’s calling card & Prizes
Sequence of events Teacher gives every child a bingo card and marker then the teacher makes the sound of the letter the child is to mark the letter of the sound with the marker after a child gets a row all marked they are to call Chicka Chicka Boom Boom. If the child has them, all correct they get to pick something from the prizes.
Quick ideas for follow-up activities: After playing bingo, we will sit in a circle where we will go around and say a letter sound and the person next will have to say what letter that sound is.
K-W-L Chart for Chicka Chicka Boom Boom
What I Know
What I Wonder
(or want to know)
What I have Learned
References
Bogdan, P. (2011, March 29). Student-Centered Learning Environments: How and Why. Edutopia. Retrieved August 5, 2013, from http://www.edutopia.org/blog/student-centered-learning-environments-paul-bogdan