Exploring the Topic

The Clothes Study Investigating the Topic

AT A GLANCE

Vocabulary—English: clothes, special, fanned, tally, clothespins, coat hangers, fabric, pajamas, whimper, fret, weeping, wailing Spanish: ropa, especial, abanicar, llevar la cuenta, pinzas para colgar la ropa, colgadores, tela, pijamas, lloriquear, inquietarse, sollozar, lamentarse

Exploring the Topic

Day 1 Day 2 Day 3 Day 4 Day 5

Make Time for…

Interest Areas

Dramatic Play: clothing

collection

Library: books about clothes Dramatic Play: hangers and

clothespins

Art: collage materials, fabric

scraps, glue, scissors

Dramatic Play:

doll clothes

Outdoor Experiences

Exploring Scarves

• Bring scarves outdoors for exploration.

• Use descriptive language as children experiment

with the scarves, e.g., “You chose a red- and

yellow-striped scarf. How can you make

it move?”

• Teach children spatial concepts as they move

their scarves, e.g., “Can you move your scarf

[high, low, fast, slow, in front of you, behind

you, inside the circle]?”

• If scarves are unavailable, use streamers,

ribbons, or any long pieces of fabric.

Clothing Conversations

• Ask children what they notice about their

clothes outdoors, e.g., “ey keep me warm,”

“I can feel the wind through my shirt,” or

“When I get sweaty, I take o my jacket.”

• Record their comments on a notepad and add

them to the chart, “What do we know about

clothes?” created during large-group time.

Physical Fun

• Intentional Teaching Card P11, “Jump

the River”

Family Partnerships

• Invite a dad or other male family member

and a family member with a baby to visit the

classroom during Investigation 1.

• Ask the dad to bring a couple of shirts with

him (especially ones that he’d feel comfortable

contributing to the classroom clothing

collection) and, if possible, a picture of

himself when he was a baby.

• Ask the family member with the baby to bring

one or more items of clothing the baby wore as

a newborn.

Question of the Day

Did you wear clothes for hot

weather, warm weather, or

cold weather last weekend?

What colors are you wearing

today?

What clothes are you wearing

today?

Do you have a favorite shirt?

Why?

What do you want to know

about clothes?

Large Group

Song: “Purple Pants”

Discussion and Shared

Writing:

Introduction to the

Clothing Collection

Materials: Mighty Minutes

03, “Purple Pants”; clothing

collection

Song: “Scat Singing”

Discussion and Shared

Writing:

What makes our

clothes special?

Materials: Mighty Minutes

14, “Scat Singing”; a favorite

article of clothing

Movement: Dancing With

Scarves

Discussion and Shared Writing:

Describing Clothing

Materials: Scarves or fabric

streamers; clothing collection

Prepare a chart called, “What

do we know about clothes?”

Song: “Scat Singing”

Discussion and Shared

Writing:

What do we know

about clothes?

Materials: Mighty Minutes 14,

“Scat Singing”

Game: Just Like Mine

Discussion and Shared

Writing:

What do we want to nd out

about clothes?

Materials: Mighty Minutes 02,

“Just Like Mine”

Read-Aloud

Caps for Sale

Book Discussion Card 01

(rst read-aloud)

Uncle Nacho’s Hat Caps for Sale

Book Discussion Card 01

(second read-aloud)

Llama Llama Red Pajama Caps for Sale

Book Discussion Card 01

(third read-aloud)

Small Group

Option 1: I Wear This When…

Intentional Teaching Card

LL01, “Shared Writing”

Option 2: Exploring the

Clothing Collection

Intentional Teaching Card

LL01, “Shared Writing”;

clothing collection

Display the charts and save

the information you record

for later charts.

Option 1: Clothing Sorting

Game

Intentional Teaching Card

M03, “Seek & Find”;

clothing collection; large

basket

Option 2: Sorting &

Classifying Clothes

Intentional Teaching

Card M05, “Sorting &

Classifying”; objects that

dene boundaries; clothing

collection

Option 1: Going on a Clothes

Hunt

Intentional Teaching Card

M06, “Tallying”; clipboards;

paper; pencil or crayons

Option 2: Organizing the

Clothes Collection

Intentional Teaching

Card M02, “Counting

& Comparing”; clothing

collection; cardstock paper

Option 1: Favorite Clothes

Intentional Teaching Card

LL01, “Shared Writing”

Option 2: Bookmaking

Intentional Teaching Card

LL02, “Desktop Publishing”;

digital camera; computer;

paper; printer; bookbinding

supplies; each child’s word

bank; Mighty Minutes 03,

“Purple Pants”

Option 1: Setting the Table

Intentional Teaching Card

M01, “Dinnertime”; dishes;

napkins; utensils; cups;

placemats

Option 2: Button Match

Intentional Teaching Card

M04, “Number Cards”; set of

numeral cards; buttons

Mighty Minutes

Mighty Minutes 07, “Hippity,

Hoppity, How Many?”

Mighty Minutes 47, “Step

Up,” using the previous day’s

small group chart(s)

Mighty Minutes 47, “Step Up,”

using one of the charts from

day 1

Mighty Minutes 28, “Counting

Calisthenics”

Mighty Minutes 04, “Riddle

Dee Dee”

What do we know about clothes? What do we want to nd out?

The Clothes Study Investigating the Topic

AT A GLANCE

Vocabulary—English: small, medium, large, size, tape measure, yardstick, ruler, measure, long, short, bigger, smaller, equal, measure, nervous

Day 1 Day 2 Day 3 Day 4 Day 5

Make Time for…

Interest Areas

Art: clothing of dierent sizes

and features

Technology: eBook version of

Goldilocks and the ree Bears

Blocks: standard measuring

tools, e.g., rulers, yardsticks,

measuring tapes

Technology: eBook version of

Goldilocks and the ree Bears

Library: props from

Goldilocks and the ree Bears

Toys and Games: baby, child,

and adult clothes; standard and

nonstandard measuring tools

Technology: eBook version of

Button, Button, Who’s Got the Button?

Art: materials to make

thank-you notes

Outdoor Experiences

Measuring Tools

• After introducing measuring tapes and

rulers during large-group time, bring them

outside for the children to use.

• Provide clipboards and pencils for

the children to record measurements

of objects.

Physical Fun

• Intentional Teaching Card P12,

“Exploring Pathways”

Family Partnerships

• Ask family members to bring in old baby

clothes that their children wore as babies.

• Invite families to access the eBooks,

Goldilocks and the ree Bears and Button,

Button, Who’s Got the Button?

Wow! Experiences

• Day 3: A visit from a dad or other

male family member

• Day 4: A visit from a family member

with a baby

Question of the Day

What do you know about the

story Goldilocks and the ree

Bears?

Is the tag inside your shirt

marked with a number 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?

Large Group

Song: “Farmer in the Dell”

Discussion and Shared

Writing:

Exploring Sizes of

Clothes

Materials: Mighty Minutes

08, “Clap the Missing Word”;

small article of clothing;

small, medium, and large

T-shirts; digital camera

Rhyme: “Riddle Dee Dee”

Discussion and Shared

Writing:

Measurement Tools

Materials: Mighty Minutes

04, “Riddle Dee Dee”; bag or

box with a variety of standard

measurement tools

Game: Finding Shapes on

Clothing

Discussion and Shared

Writing:

Looking at Large

Clothes

Materials: Mighty Minutes

20, “I Can Make a Circle”;

shape cards; standard and

nonstandard measuring tools;

digital camera

Rhyme: “Riddle Dee Dee”

Discussion and Shared Writing:

Baby Visit

Materials: Mighty Minutes 04,

“Riddle Dee Dee”; a few samples of

baby clothes; digital camera

Music: Drums

Discussion and Shared

Writing:

How do clothes stay

on our bodies?

Materials: drums; other objects

that can be used as drums; shirt

and pants with buttons

Read-Aloud

Goldilocks and the ree Bears Goldilocks and the ree Bears

Materials: props to act out

Goldilocks and the ree Bears;

Intentional Teaching Card LL06,

“Dramatic Story Retelling”

A Pocket for Corduroy Button, Button, Who’s Got the Button? e Mitten

Book Discussion Card 02

(rst read-aloud)

Small Group

Option 1: Play Dough

Intentional Teaching Card

M15, “Play Dough” (See card

for equipment, ingredients,

and recipe.)

Option 2: Biscuits

Intentional Teaching Card

M10, “Biscuits” (See card for

equipment, ingredients, and

recipe.)

Option 1: What’s Missing?

Intentional Teaching Card

LL18, “What’s Missing?”;

clothing collection; large piece

of paper

Option 2: Memory Card Game

Intentional Teaching Card

LL08, “Memory Games”;

a memory game or set of

duplicate pictures of clothing

Option 1: Bigger Than,

Smaller Than, Equal To

Intentional Teaching Card

M09, “Bigger an, Smaller

an, Equal To”; building

blocks; measuring tools

Option 2: Measure &

Compare

Intentional Teaching Card

M12, “Measure & Compare”;

clothing collection;

nonstandard measuring tools

Option 1: Small, Medium, and

Large Book

Intentional Teaching Card LL04,

“Bookmaking”; paper; pencils or

crayons; binding materials

Option 2: Small, Medium, and

Large Computer Book

Intentional Teaching Card LL02,

“Desktop Publishing”; digital

camera; computer; printer;

bookbinding supplies; paper; each

child’s word bank

Option 1: Tallying Features

of Clothing

Intentional Teaching Card

M06, “Tallying”; paper,

clipboards, and pencils

Option 2: How Clothes Stay

on Our Bodies

Intentional Teaching Card

M11, “Graphing”; clothing

fasteners, e.g., zippers, Velcro®,

buttons, laces

Mighty Minutes

Mighty Minutes 18, “I’m

inking Of …”

Mighty Minutes 20, “I Can

Make a Circle”

Mighty Minutes 27, “Diddle,

Diddle, Dumpling”

Mighty Minutes 74, “Jack in

the Box”

Mighty Minutes 25, “Freeze”;

dance music; letter cards

Investigation 1

What are the features of clothes?

Spanish: pequeño, mediano, grande, tamaño, cinta para medir, vara para medir, regla, medir, largo, corto, más grande, más pequeño, igual,

medida, nervioso

The Clothes Study Investigating the Topic

Investigation 2

How do we take care of our clothes?

Day 1 Day 2 Day 3 Day 4

Make Time for…

Interest Areas

Sand and Water: powder,

liquid, and bar soaps; egg

beaters; whisks

Dramatic Play: laundry

baskets

Technology: eBook version

of Wash and Dry

Sand and Water: soap,

mixers, and beaters from the

previous day’s experience

Library: letter stamps

Art: pieces of paper with a

variety of lines drawn on them,

e.g., straight, zigzag, curved;

one or two lines per sheet

Library: clothesline story and

props or the pocket storytelling

props

Technology: eBook version

of Wash and Dry

Outdoor Experiences

Walking the Line

• Make long lines outside with masking tape or

sidewalk chalk.

• Demonstrate how children can walk on them, e.g.,

when they walk on the straight line, tell them to

keep their bodies straight; on curved lines, they

should walk with a curved back, etc.

Going on a Line Hunt

• Invite children to look for various lines outside. Use

a digital camera to take photos or let the children

take pictures of the lines they nd.

• Create a book of lines by using the photos the

children took or download them onto a classroom

computer or tablet for children to look at.

Family Partnerships

• Ask family members to accompany the class on the

site visit.

• Invite a family member who sews to visit the

class during Investigation 3, “How do people

make clothes?”

• Invite families to access the eBook, Wash and Dry.

Wow! Experiences

• 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 sta member if possible.

Question of the Day

Which soap will make the

best bubbles: liquid, powder,

or bar?

Which soap will clean best:

liquid, powder, or bar?

Can you nd something with

a straight line and something

with a curved line in our

classroom?

Do you have pockets on your

clothes today?

Large Group

Music: Beating Drum Patterns

Discussion and Shared

Writing:

Cleaning Clothes

Materials: drums or objects

to be used as drums; stained or

dirty piece of clothing; Mighty

Minutes 26, “Echo Clapping”;

Wash and Dry; washboard;

Intentional Teaching Card

SE01, “Site Visits”

Movement: Move Like a

Washer or Dryer

Discussion and Shared

Writing:

Remembering a Trip

to the Laundromat or read

Wash and Dry

Materials: Wash and Dry; a

clothesline and clothespins for

hanging clothes to dry.

Song: “is Is the Way We

Wash Our Clothes”

Discussion and Shared

Writing:

Finding and Making

Lines

Materials: Mighty Minutes 06,

“is Is the Way”; clothesline

Book: A Pocket for Corduroy

Discussion and Shared Writing:

Mending

Materials: Mighty Minutes 04,

“Riddle Dee Dee”; A Pocket

for Corduroy; torn clothing;

mending items, e.g., patches,

zipper, Velcro®, button with

needle and thread

Read-Aloud

e Mitten

Book Discussion Card 02

(second read-aloud)

Llama Llama Red Pajama e Mitten

Book Discussion Card 02

(third read-aloud)

Wash and Dry

Small Group

Option 1: Letter Stamps

Intentional Teaching Card

LL07, “Letters, Letters,

Letters”; alphabet stamps; ink

pads; construction paper or

magnetic letters and board

Option 2: Shaving Cream

Letters

Intentional Teaching Card

LL13, “Shaving Cream

Letters”; shaving cream

Option 1: Button Letters

Intentional Teaching Card

LL03, “Alphabet Cards”;

buttons; alphabet cards

Option 2: Feeling Letters

Intentional Teaching Card

LL15, “Texture Letters”;

letters cut out of a variety

of fabrics

Option 1: Observing Changes

Intentional Teaching Card

M07, “Ice Cubes”; ice cubes;

paper towels; cups; measuring

tools

Option 2: Baggie Ice Cream

Intentional Teaching Card

M08, “Baggie Ice Cream”

(See card for equipment,

ingredients, and recipe.)

Option 1: Dramatic Story

Retelling

Intentional Teaching Card LL06,

“Dramatic Story Retelling”; e

Mitten; story props

Option 2: Pocket Storytelling

Intentional Teaching Card

LL09, “Pocket Storytelling: e

Mitten”; mitten-shaped pocket;

toy or picture props

Mighty Minutes

Mighty Minutes 53, “ree

Rowdy Children”

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”

AT A GLANCE

Vocabulary—English: powder, liquid, solid, laundromat, clothesline, straight, curve, slant, mend Spanish: polvo, líquido, en barra, lavandería, cuerda para secar ropa, recta, curva, inclinada, arreglar

The Clothes Study Investigating the Topic

AT A GLANCE

Vocabulary—English: sketch, design, fashion designer, seamstress, tailors, stitch, hem, sewing machine, manufactured, huipil, tapestry Spanish: boceto, diseño, diseñador(a) de modas, costurera, sastres, puntada, ruedo, máquina de coser, manufacturado, huipil, tapiz

Day 1 Day 2 Day 3 Day 4 Day 5

Make Time for…

Interest Areas

Art: materials for designing

shirts: pencils, paper,

stamps, stencils, rulers,

markers

Toys and Games: fabric

scraps cut into pieces to

match or pattern

Art: large paper for body

tracings

Technology: eBook version

of e Quinceañera

Toys and Games: geoboards;

geobands

Dramatic Play: fabric pieces that

can be draped or tied to create

clothes

Art: large paper for body tracing

Library: materials for thank-you

notes

Art Area: fabric scraps; glue

Toys and Games: matching

fabric scraps

Outdoor Experiences

Follow the Leader on a Line

• Make long lines with masking tape or

sidewalk chalk outside.

• Lead a game of follow the leader,

having children move in dierent ways

along dierent lines, e.g., skip on the

curved line, hop on the straight line,

and gallop on the zigzag line.

• Invite children to take turns leading.

Physical Fun

• Intentional Teaching Card P09,

“Up and Away.”

Family Partnerships

• Invite a family member who knits

or crochets to visit the class during

Investigation 4, “How is cloth made?”

• Invite families to access the eBook,

e Quinceañera.

Wow! Experiences

• Day 3: A visit from someone who sews

Question of the Day

What is written on your

clothes: words, numbers, or

nothing?

Do you think we can we

make clothes?

What colors mix together to

make green?

Which fabric pattern do you like

best? (Display dierent fabric

patterns.)

What kind of clothes will you

design today?

Large Group

Game: Sort by Shirt Design

Discussion and Shared

Writing:

Designing Clothes

(show sketch in e

Quinceañera)

Materials: digital camera;

e Quinceañera

Book: e Quinceañera

Discussion and Shared

Writing:

Do You ink We

Can Make Clothes?

Materials: e Quinceañera

Movement: Making Shapes

With Scarves

Discussion and Shared

Writing:

Visitor Who Sews

Materials: scarves; shape cards;

music; digital camera

Movement: Body Lines

Discussion and Shared Writing:

inking About Lines

Materials: Mighty Minutes 09,

“Writing in the Air”

Book: Something From Nothing

Discussion and Shared Writing:

Using Fabric Pieces to Make

Clothes

Materials: Something From

Nothing; A Pocket for Corduroy;

fabric scraps

Read-Aloud

e Girl Who Wore Too Much

Book Discussion Card 03

(rst read-aloud)

Something From Nothing e Girl Who Wore Too Much

Book Discussion Card 03

(second read-aloud)

Abuela’s Weave e Girl Who Wore Too Much

Book Discussion Card 03

(third read-aloud)

Small Group

Option 1: Patterns on

Clothing

Intentional Teaching Card

M14, “Patterns”; clothing

collection; crayons,

markers, or pencils; paper

Option 2: Button Patterns

Intentional Teaching Card

M14, “Patterns”; buttons;

crayons, markers, or

pencils; paper

Option 1: Sewing Paper

Intentional Teaching Card

P01, “Let’s Sew”; hole

punch; yarn; toothpicks;

heavyweight paper

Option 2: Let’s Sew

Intentional Teaching Card

P01, “Let’s Sew”; burlap or

other loosely woven fabric or

plastic mesh; blunt needles;

yarn or thick thread

Option 1: Mixing Paints

Intentional Teaching Card P30,

“Mixing Paints”; red, blue,

yellow, black, and white paints;

tray; paintbrushes; paper; e

Girl Who Wore Too Much; e

Quinceañera

Option 2: Dyeing Paper Towels

Intentional Teaching Card

P31, “Tie-Dyed Towels”;

paper towels; food coloring;

eye droppers; ice cube tray;

clothespins; clothesline; e

Girl Who Wore Too Much

Option 1: Writing Poetry

Intentional Teaching Card

LL27, “Writing Poems”; audio

recorder

Option 2: A Collection of

Poems

Intentional Teaching Card

LL27, “Writing Poems”; audio

recorder; digital camera

Option 1: Writing Poetry

Intentional Teaching Card LL27,

“Writing Poems”; audio recorder

Option 2: A Collection of Poems

Intentional Teaching Card LL27,

“Writing Poems”; audio recorder;

digital camera

Mighty Minutes

Mighty Minutes 16,

“Nothing, Nothing,

Something”

Mighty Minutes 12,

“Ticky Ricky”

Mighty Minutes 24,

“Dinky Doo”

Mighty Minutes 28,

“Counting Calisthenics”

Mighty Minutes 42, “Come Play

With Me”

Investigation 3

How do people make clothes?

The Creative Curriculum

for Preschool

The Clothes Study Investigating the Topic

Day 1 Day 2 Day 3

Make Time for…

Interest Areas

Discovery: fabric;

magnifying glasses;

Intentional Teaching Card

LL45, “Observational

Drawing”; clipboards; felt-

tip pens

Art: strips of paper for

children to weave in and

out of paper or cardboard;

prepared paper for weaving

Library: Abuela’s Weave

Discovery: e Quinceañera

Dramatic Play: class loom

(See the directions for making

a loom that are given on the

next page.)

Question of the Day

What does the fabric on

your shirt feel like?

What comes next in the

pattern? (Display a simple

repeating pattern, such as

blue-red-blue-red.)

What comes from sheep?

Large Group

Game: Sorting Ourselves

Discussion and Shared

Writing:

How Is Cloth

Made?

Materials: e Quinceañera;

pieces of woven fabric

Movement: Body Weaving

Discussion and Shared

Writing:

Weaving

Materials: broom handles

or yardsticks; crocheted or

knitted clothing item or

blanket; magnifying glasses

Song: “Baa, Baa, Black Sheep”

Discussion and Shared

Writing:

How Cloth Is Made

Materials: Mighty Minutes

29, “Baa, Baa, Black Sheep”;

e Quinceañera; a piece of

raw wool (if available); class

loom; ribbon

Read-Aloud

e Paper Bag Princess Button, Button, Who’s Got the

Button?

Uncle Nacho’s Hat

Small Group

Option 1: Playing With Print

Intentional Teaching Card

LL23, “Playing With

Environmental Print”;

environmental print, e.g.,

cereal boxes; logos; stop signs

Option 2: Shopping Trip

Intentional Teaching Card

LL31, “I Went Shopping”;

environmental print found

in a grocery store, e.g.,

empty product containers

or labels; grocery bag

Option 1: Geoboards

Intentional Teaching

Card M21, “Geoboards”;

geoboards; bands; shape cards

Option 2: I’m Thinking of a

Shape

Intentional Teaching Card

M20, “I’m inking of a

Shape”; geometric solids;

empty containers shaped like

geometric solids

Option 1: Play Dough Weaving

Intentional Teaching Card

P02, “Play Dough Weaving”;

play dough; play dough tools

Option 2: Twisted Pretzels

Intentional Teaching Card

P03, “Twisted Pretzels”

(See card for equipment,

ingredients, and recipe.)

Mighty Minutes

Mighty Minutes 19, “I Spy

With My Little Eye”

Mighty Minutes 29, “Baa,

Baa, Black Sheep”

Mighty Minutes 21, “Hully

Gully, How Many?”

Investigation 4

How is cloth made?

AT A GLANCE

How to Make a Loom

Use a large cardboard rectangle and mark every

¼" on both the top and bottom. Make 1" cuts

on each of the marks you measured, making sure

that the bottom marks line up perfectly with the

top marks (see picture above). String the warp

or vertical yarns. Tie a large knot on the end of

your string to hold the string in place. Slide the

string into the rst slot and gently pull until

knot is secure. Pull the string tightly down the

corresponding slot on the bottom and insert the

string into this rst slot. Tightly pull the string

up the back and insert into the second top slot,

and then down to the second bottom slot. Repeat

procedure until all slots are full. Tie o the string

and trim the excess (see picture).

Outdoor Experiences

Go In and Out the Windows

• Have the children stand in a circle holding

hands, lifting them up in the air to form

“windows.” As you sing, invite one child to

weave in and out the windows (your raised

arms).

Physical Fun

• Intentional Teaching Card P10,

“Jumping Rope”

Family Partnerships

• Inform families that the class will be

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.

Wow! Experiences

• Day 1: A visit from someone who knits

or crochets

Vocabulary—English: loom, weave, knit, crochet, cloth, appreciate, decent Spanish: telar, entretejer, tejer, croché, tela, apreciar, decente

The Clothes Study Investigating the Topic

AT A GLANCE

Where do we get our clothes?

Day 1 Day 2 Day 3

Make Time for…

Interest Areas

Toys and Games: geoboards; geobands;

shape cards

Dramatic Play: props for setting up a clothing

store

Technology: eBook version of Button, Button,

Who’s Got the Button?

Dramatic Play: more clothing store props

Art: materials to make thank-you notes

Outdoor Experiences

Weaving Wall

• If you have access to a chain-link 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.

Family Partnerships

• 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?”

• 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?”

Wow! Experiences

• Day 2: A site visit to a clothing store

Arrange to visit a clothing store during a

time when the children can interview the

manager or an employee.

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?

What was your favorite part of the visit to

the store?

Large Group

Music: Rhythm Sticks

Discussion and Shared Writing: Where and

How Do People Get eir Clothes?

Materials: rhythm sticks

Song: Mighty Minutes 23, “Hi-Ho, the

Derry-Oh”

Discussion and Shared Writing: Preparing for

Site Visit or Visitor

Materials: clipboards; pencils; Intentional

Teaching Card SE01, “Site Visits”

Music: Rhythm Stick Patterns

Discussion and Shared Writing: What

Other Items Do We Need for Our Store?

Materials: rhythm sticks; Mighty Minutes

26, “Echo Clapping”; Mama and Papa Have

a Store

Read-Aloud

A Pocket for Corduroy Button, Button, Who’s Got the Button?;

a few small manipulatives for each child

Something From Nothing

Small Group

Option 1: Rhyming Riddles

Intentional Teaching Card LL11, “Rhyming

Riddles”; props

Option 2: Clothes Poem

Intentional Teaching Card LL10, “Rhyming

Chart”; clothes poem that rhymes

Option 1: Show Me Five

Intentional Teaching Card M16, “Show Me

Five”; buttons

Option 2: Nursery Rhyme Count

Intentional Teaching Card M13, “Nursery

Rhyme Count”; cotton balls; green construction

paper

Option 1: Sly Salamanders

Intentional Teaching Card LL16, “Tongue

Twisters”

Option 2: Same Sound Sort

Intentional Teaching Card LL12, “Same

Sound Sort”; items that do and do not start

with S; box or bag for storage

Mighty Minutes

Mighty Minutes 07, “Hippity Hoppity, How

Many?”

Mighty Minutes 24, “Dinky Doo” Mighty Minutes 18,

“I’m inking Of…”

AT A GLANCE

Investigation 5

Vocabulary—English: rhythm, manager, salesperson, cashier, tattered, splotched, splattered Spanish: ritmo, administrador(a), vendedor(a), cajero(a), harapiento, manchado, salpicado

The Clothes Study Investigating the Topic

AT A GLANCE

Day 1 Day 2 Day 3 Day 4 Day 5

Make Time for…

Interest Areas

Blocks: play people in

uniforms or work clothes;

digital camera

Technology: eBook version of

Who Wears What?

Dramatic Play: work clothes Music and Movement:

rhythm sticks

Toys and Games: button and

lacing boards

Dramatic Play: costumes

Outdoor Experiences

Physical Fun

• Intentional Teaching Card P14, “Moving rough

the Forest”

Family Partnerships

• Continue to ask families to send in photos of

family members in work clothes to use in this

week’s investigation. Oer to take photos of

family members during drop-o time if they

arrive in their work clothes.

• Share the date of the end-of-study celebration

with families.

• Post a sign in a prominent area encouraging

families to continue gathering items for the

clothing drive.

• Invite families to access the eBook,

Who Wears What?

Wow! Experiences

• Days 4 and 5: Have someone who wears a uniform

or costumes for work, recreation, or both come to

the classroom

If a family member is unavailable, ask the

cook, janitor, school crossing guard, or

other school employee to visit in uniform.

Call a local theater company to invite

someone to visit in costume if there are

no theatrical family members. If you can,

arrange for a site visit to go backstage

and see the costumes.

Question of the Day

Which of these does a

reghter wear at work?

Does anyone in your family

wear a uniform to work?

Is there a re station in your

neighborhood? (chart with yes,

no, I don’t know options)

Do you have an uppercase D or a

lowercase d in your name?

Do you have a lowercase e in

your name?

Large Group

Song: “What Is My Job?”

Discussion and Shared

Writing:

Exploring Workers’

Clothes

Materials: common job

clothing, e.g., a reghter’s

hat (if allowed), a doctor’s coat,

a camouage uniform;

Who Wears What?; Mighty

Minutes 11, “What Is My

Job?”; digital camera

Music: Rhythm Stick

Patterns

Discussion and Shared

Writing:

What Do Your

Family Members Wear

to Work?

Materials: rhythm sticks;

Mighty Minutes 26, “Echo

Clapping”; photos of family

members in work clothes

Song: “e People in Your

Neighborhood”

Discussion and Shared Writing:

Questions to Ask the Visitors

Materials: book created during

the previous day’s small-group

experience; Mighty Minutes

01, “e People in Your

Neighborhood”

Rhyme: “Diddle, Diddle,

Dumpling”

Discussion and Shared Writing:

Class Visitor Wearing a Uniform

Materials: Mighty Minutes 27,

“Diddle, Diddle, Dumpling”;

digital camera

Rhyme: “Diddle, Diddle,

Dumpling”

Discussion and Shared

Writing:

Class Visitor Wearing a

Costume

Materials: Mighty Minutes 27,

“Diddle, Diddle, Dumpling”;

digital camera

Read-Aloud

Who Wears What? Uncle Nacho’s Hat Little Red Riding Hood

Book Discussion Card 04

(rst read-aloud)

Llama Llama Red Pajama

Intentional Teaching Card SE05,

“Character Feelings”

Little Red Riding Hood

Book Discussion Card 04

(second read-aloud)

Small Group

Option 1: Jumping Beans

Intentional Teaching Card

LL05, “Jumping Beans”;

bean-shaped cards; coee can

Option 2: Walk a Letter

Intentional Teaching Card

LL17, “Walk a Letter”;

masking tape; alphabet cards

or chart

Option 1: Family Photo

Book

Intentional Teaching Card

LL04, “Bookmaking”;

photos of family members in

work clothes; tape or glue;

bookbinding supplies

Option 2: What Kinds of

Clothes Do People Wear

to Work?

Intentional Teaching Card

LL04, “Bookmaking”;

magazines; scissors; tape or

glue; bookbinding supplies

Option 1: More or Fewer

Intentional Teaching Card

M59, “More or Fewer Towers”;

interlocking cubes; more–fewer

spinner; numeral–quantity cards

or die

Option 2: What’s More?

Intentional Teaching Card M19,

“Which Has More?”; ice cube

trays or egg cartons; resealable

sandwich bag; collection of

objects that are similar in size, e.g.,

counters, coins, colored chips

Option 1: Story Problems

Intentional Teaching Card M22,

“Story Problems”; manipulatives

Option 2: Problems at a

Clothing Store

Intentional Teaching Card M22,

“Story Problems”; collection of

clothes

Option 1: Story Problems

Intentional Teaching Card M22,

“Story Problems”; manipulatives

Option 2: Problems at a

Clothing Store

Intentional Teaching Card M22,

“Story Problems”; collection

of clothes

Mighty Minutes

Mighty Minutes 15, “Say It,

Show It”

Mighty Minutes 10, “Words

in Motion”

Mighty Minutes 25, “Freeze” Mighty Minutes 12,

“Ticky Ricky”

Mighty Minutes 14,

“Scat Singing”

What special clothes do people wear for work?

Investigation 6

AT A GLANCE

Vocabulary—English: uniform, heartbreak, neighborhood, protect, patient Spanish: uniforme, partirse el corazón, vecindario, proteger, paciente

What other special clothes do people wear?

Investigation 7

AT A GLANCE

Day 1 Day 2 Day 3

Make Time for…

Interest Areas

Art: butcher paper; paints; fabric scraps;

glue; markers

Technology: eBook version

of Little Red Riding Hood

Art: butcher paper; paints; fabric scraps;

glue; markers

Technology: eBook version

of Who Wears What?

Art: butcher paper; paints; fabric scraps;

glue; markers

Dramatic Play: photo album or family photos

Outdoor Experiences

Shape Hunt

• Bring shape cards outside.

• Invite children to select a shape card and

then nd objects outside that are the same

shape as that on the card.

• Take photos or let the children take pictures

of what they nd.

Family Partnerships

• Ask families to bring in photos of family

events, e.g., a big brother’s soccer game, a

wedding, a holiday celebration, a beach trip.

• Invite families to bring in items for the

clothing drive.

• Invite families to access the eBook,

Little Red Riding Hood.

Question of the Day

Is Little Red Riding Hood a real person or

pretend character?

What do you put on rst when you get

dressed in the morning? Your socks, your

underwear, or your shirt?

What special event has your family attended?

Large Group

Game: Rhythm Sticks Cooperation

Discussion and Shared Writing: Clothing

for Playing

Materials: rhythm sticks; Who Wears What?

Song: “is Is the Way at We Get

Dressed”

Discussion and Shared Writing: Special

Events

Materials: Mighty Minutes 06, “is Is

the Way”

Game: Leaping Sounds

Discussion and Shared Writing: Special

Family Events

Materials: Mighty Minutes 17,

“Leaping Sounds”; pictures of families at

special events

Read-Aloud

Little Red Riding Hood

Book Discussion Card 04

(third read-aloud)

Who Wears What? e Girl Who Wore Too Much

Small Group

Option 1: I’m Thinking of a Shape

Intentional Teaching Card M02, “I’m inking

of a Shape”; geometric solids; empty containers

shaped like geometric solids

Option 2: Straw Shapes

Intentional Teaching Card M42, “Straw

Shapes”; geometric shape cards; drinking straws

cut into dierent lengths; pipe cleaners

Option 1: Tongue Twisters

Intentional Teaching Card LL16,

“Tongue Twisters”

Option 2: Sorting C

Intentional Teaching Card LL12, “Same

Sound Sort”; items that do and do not

start with a hard c sound

Option 1: Letters, Letters, Letters

Intentional Teaching Card LL07,

“Letters, Letters, Letters;” alphabet

stamps; ink pads; construction paper or

magnetic letters and board.

Option 2: Buried Treasures

Intentional Teaching Card LL21,

“Buried Treasures”; magnetic letters;

large magnet; ruler or similar object;

tape; sand table with sand

Mighty Minutes

Mighty Minutes 24, “Dinky Doo”

Mighty Minutes 15, “Say It, Show It” Mighty Minutes 04, “Riddle Dee Dee”

Vocabulary—English: straight, sequence, inspiration Spanish: recto, secuencia, inspiración

The Clothes Study Investigating the Topic

Day 1 Day 2

Make Time for…

Interest Areas

Dramatic Play: the clothing for

the clothing drive; boxes

Technology: eBook version

of e Quinceañera

Library: all of the books the

children made during the study

Outdoor Experiences

Physical Fun

• Intentional Teaching Card P29, “Stop &

Go.” Follow the guidance on the card.

Family Partnerships

• Include families in the celebration.

Question of the Day

What would you like to show our

guests tomorrow at the celebration

about the clothes study?

What was your favorite part of

the clothes study?

Large Group

Game: Rhythm Sticks

Cooperation

Discussion and Shared

Writing:

Preparing for the

Celebration

Materials: rhythm sticks

Song: “Purple Pants” (and

feature special clothes)

Discussion and Shared

Writing:

Sharing Special

Clothes

Materials: Mighty Minutes 03,

“Purple Pants”

Read-Aloud

e Quinceañera Caps for Sale

Small Group

Option 1: What’s Missing?

Intentional Teaching Card

LL18, “What’s Missing?”;

clothing collection; large piece

of paper or cardboard

Option 2: Memory Game

Intentional Teaching Card

LL08, “Memory Games”;

memory game or lotto game

Option 1: How Many Clothes?

Intentional Teaching Card

M06, “Tallying”; clothing

collection; clipboards

Option 2: Dierent Kinds

of Clothes

Intentional Teaching

Card M02, “Counting

& Comparing”; clothing

collection

Mighty Minutes

Mighty Minutes 21, “Hully

Gully, How Many?”

Mighty Minutes 04, “Riddle

Dee Dee”

Celebrating Learning

AT A GLANCE

Vocabulary—English: celebration, characteristic Spanish: celebración, característica