1. Fall Harvest Theme

2. How Environment Meets the Needs of Target Students Areas, objects and everyday items marked with words & pictures Areas, objects and everyday items marked with words & pictures Alphabet displayed at eye-level Alphabet displayed at eye-level Book area with multi-cultural books Book area with multi-cultural books Pictures of India displayed Pictures of India displayed Centers for small groups of children Centers for small groups of children Centers for individual play Centers for individual play Structured, predictable routines Structured, predictable routines Explanation of activities and transitions Explanation of activities and transitions Picture cards for answers, questions Picture cards for answers, questions

3. Daily Schedule Greeting 9:00 AM- 9:15 AM Name recognition activity Fine-motor activity Find job Circle Time 9:15 AM- 9:30 AM Story/Theme Discussion CalendarWeather Pledge of Allegiance Transition Song Library 9:30 AM- 9:40 AM/T Movement 9:30 AM- 10:00 AM/TR Small Group Activities 9:40 AM – 10:50 AM 9:40 AM – 10:50 AM Bathroom Centers Individual Activities Large Muscle RoomClean-up 10:50 AM- 11:00 AM Transition Activity 11:00 AM- 11:15 AM Bathroom/Snack 11:15 AM- 11:40 AM 11:15 AM- 11:40 AM Story and/or Game Check Mailboxes and CubbiesDeparture 11:50 AM- 12:00 PM 11:50 AM- 12:00 PM

4. Activity 1 Baking Bread Targeted Standards: Targeted Standards: Big Idea Toolkit-Participating Big Idea Toolkit-Participating Early Learning Content Standards-Speaking Skills & Strategies Early Learning Content Standards-Speaking Skills & Strategies (A) Meets the Needs of All Learners Written and picture recipe cards (ex. Slide 11) Written and picture recipe cards (ex. Slide 11) Varying sizes of utensils Varying sizes of utensils Small group activity Small group activity (B) Incorporates the Standards BI-Taking part in an activity, following directions, taking turns with materials, answering questions (Pretti-Frontczak, Jackson & McKeen, 2005) BI-Taking part in an activity, following directions, taking turns with materials, answering questions (Pretti-Frontczak, Jackson & McKeen, 2005) ELCS-Initiating conversation by taking turns during baking process, expressing ideas and needs clearly through verbal/non-verbal cues when asking for ingredients (ODE, 2006) ELCS-Initiating conversation by taking turns during baking process, expressing ideas and needs clearly through verbal/non-verbal cues when asking for ingredients (ODE, 2006) (C) Includes Family/Community Priorities & Preferences Parent volunteers coming in to help assist with the activity Parent volunteers coming in to help assist with the activity Bread to be shared at the Family Thanksgiving Feast Bread to be shared at the Family Thanksgiving Feast

5. Activity 1

6. Activity 2 Find the Letters of Your Name/Name Tracing Stencil Targeted Standards Targeted Standards Big Idea Toolkit-Classifying/Comparing Big Idea Toolkit-Classifying/Comparing Early Learning Content Standards-Handwriting/Word Recognition Early Learning Content Standards-Handwriting/Word Recognition (A) Meets the Needs of All Learners Varying types of writing instruments available (pencil, large crayon, finger tracing, magnet letters on board) Varying types of writing instruments available (pencil, large crayon, finger tracing, magnet letters on board) Picture and color-coded prompts for letter recognition Picture and color-coded prompts for letter recognition Stencils ranging from first letter-to whole name (ex. Slide 13) Stencils ranging from first letter-to whole name (ex. Slide 13) Individual activity Individual activity (B) Incorporates the Standards BI-Creates a group of letters to form name, sorts by upper/lower case (Pretti- Frontczak et al., 2005) BI-Creates a group of letters to form name, sorts by upper/lower case (Pretti- Frontczak et al., 2005) ELCS-”Print letters of own name and other meaningful words with assistance using mock letters and/or conventional print.” (ODE, 2006) ELCS-”Print letters of own name and other meaningful words with assistance using mock letters and/or conventional print.” (ODE, 2006) (C) Includes Family/Community Priorities & Preferences Name stencil with magnet sent home for parents/students to trace together Name stencil with magnet sent home for parents/students to trace together Activity sent home with first name individually cut into each letter Activity sent home with first name individually cut into each letter (Ex: P-A-T-R-I-C-K) for parents/students to work together on letter recognition

7. Activity 2

8. Activity 3 Indian Corn Counting Targeted Standards: Targeted Standards: Big Idea Toolkit-Counting Big Idea Toolkit-Counting Early Learning Content Standards-Number & Number Sense Early Learning Content Standards-Number & Number Sense (A) Meets the Needs of All Learners Tactile/visual activity Tactile/visual activity Number answers correspond with colors Number answers correspond with colors Varied representation of numbers, number words and pictures Varied representation of numbers, number words and pictures (B) Incorporates the Standards BI-Counts pieces of corn in correct order, assigning numbers/colors (Pretti-Frontczak et al., 2005) BI-Counts pieces of corn in correct order, assigning numbers/colors (Pretti-Frontczak et al., 2005) ELCS-”Count to 10 in the context of daily activities and play, demonstrate one-to-one correspondence when counting objects” (ODE, 2006) ELCS-”Count to 10 in the context of daily activities and play, demonstrate one-to-one correspondence when counting objects” (ODE, 2006) (C) Includes Family/Community Priorities & Preferences Ties in to discussion about foods we have at Thanksgiving Ties in to discussion about foods we have at Thanksgiving

9. Activity 4 Graphing our Favorite Foods/Healthy vs. Non-Healthy Foods Targeted Standards: Targeted Standards: Big Idea Toolkit-Representing Big Idea Toolkit-Representing Early Learning Content Standards-Data Collection Early Learning Content Standards-Data Collection (A) Meets the Needs of All Learners Varied ways to respond (verbal, non-verbal/pointing to pictures) Varied ways to respond (verbal, non-verbal/pointing to pictures) Can be expanded with higher level questions: “Where would you find certain foods in the grocery store?, What would a healthy meal include?” Can be expanded with higher level questions: “Where would you find certain foods in the grocery store?, What would a healthy meal include?” Pictures brought from home, previously cut-out or cut-out at school with or without assistance (ex. Slide 17) Pictures brought from home, previously cut-out or cut-out at school with or without assistance (ex. Slide 17) Bulletin board has pictures of favorite food with labels underneath Bulletin board has pictures of favorite food with labels underneath Previously read, Berenstain Bears and Too Much Junk Food Previously read, Berenstain Bears and Too Much Junk Food Grocery store in dramatic play area Grocery store in dramatic play area Pictures available in cutting pool to cut, rip or tear out Pictures available in cutting pool to cut, rip or tear out Examples of favorite food boxes in science center Examples of favorite food boxes in science center Pictures used to create “Healthy Food” Collage (ex. Slide 17) Pictures used to create “Healthy Food” Collage (ex. Slide 17) Head to Toe Movement Game as follow-up Head to Toe Movement Game as follow-up

10. Activity 4 (B) Incorporates the Standards BI-Uses pictures of food to represent healthy/non-healthy foods (Pretti-Frontczak et al., 2005) BI-Uses pictures of food to represent healthy/non-healthy foods (Pretti-Frontczak et al., 2005) ELCS-”Place information or objects in a floor or table graph according to one attribute” (ODE, 2006) ELCS-”Place information or objects in a floor or table graph according to one attribute” (ODE, 2006) (C) Includes Family/Community Priorities & Preferences Addresses healthy habits Addresses healthy habits Part of activity to be shared at home with parent (Cutting out and/or bringing in food pictures of labels) Part of activity to be shared at home with parent (Cutting out and/or bringing in food pictures of labels) Parents given tips on how to incorporate this activity during mealtime, grocery shopping Parents given tips on how to incorporate this activity during mealtime, grocery shopping

11. Activity 4