Professional Documents
Culture Documents
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
8 How Does The Creative Curriculum Work?
10 What Are The Creative Curriculum Objectives for Development & Learning?
12 How Curriculum and Assessment Are Linked
14 Curriculum Components
16 The Creative Curriculum for Preschool: The Foundation
18 The Creative Curriculum for Preschool: Daily Resources
18 Teaching Guides
20 Intentional Teaching Cards
22 Childrens Book Collection
24 Book Discussion Cards
26 Mighty Minutes
27 Embedded Professional Development
28 Making Connections With Families
30 How The Creative Curriculum Supports English Language Development
56 Benefits
Welcome to
The Creative Curriculum for Preschool
As an early childhood educator, your first commitment
is to childrento helping them succeed in school and
in life. At Teaching Strategies our first commitment
is to you. Thats why, when you partner with us to build
quality in your program, you can be sure that youll have
the support you need to succeed, every step of the way.
Lets take a look at how!
1
The Evolution of The Creative Curriculum for Preschool
The evolution of The Creative Curriculum for Preschool is grounded in our commitment to early
childhood educators. Over the years weve embraced innovation, updating the curriculum to keep
pace with what teachers need in the classroom. What began as a focus on room arrangement is
now a comprehensive collection of resources that offer moment-to-moment support. And every
edition has incorporated current research on the best ways to help children succeed.
1978 1988 2002
Room Arrangement as a The second edition of The Creative The fourth edition of The Creative
Teaching Strategy is a precursor Curriculum is published, helping Curriculum for Preschool offers a
to The Creative Curriculum. teachers organize their rooms into comprehensive update, resting
interest areas and use them effectively. on a firm foundation of research and
responding to new requirements for
addressing academic content.
2
TODAY
The Creative Curriculum for Preschool offers teachers even more of the resources theyve grown to
know and love. Expanded Daily Resources give teachers more choice when it comes to implementing
studies and integrating learning into every part of the day. The sixth edition of The Foundation
offers updated research and more opportunities for teacher reflection and a new volume that
builds teachers knowledge about science and technology, social studies, and the arts. The updated
Objectives for Development & Learning volume presents a clear picture of all of the early childhood
years, with progressions from birth through third grade.
2010 2011
The fifth edition of The Creative The Creative Curriculum for Preschool
Curriculum for Preschool is made up combines the five volumes from the fifth
of five volumes that build teachers edition (now known as The Foundation) with
professional knowledge of best practices, a comprehensive collection of daily practice
including a volume on the newly developed resources (known as the Daily Resources)
objectives for development and learning. available in both English and Spanish.
3
The Creative Curriculum for Preschool
The Creative Curriculum for Preschool is a comprehensive, research-based curriculum that
features exploration and discovery as a way of learning, enabling children to develop confidence,
creativity, and lifelong critical thinking skills. It is 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
NEW! NEW!
6 Volumes
4
Daily Resources*
6 Guides
M04
Toys and Games
What You Do
Uses number concepts and operations
c. Connects numerals with their quantities
Related Objectives: 3a, 7a, 9b, 11a, 20a, 20b
Objective 18 Comprehends and responds to books and other texts
a. Interacts during reading experiences, book conversations, and text reflections 05 The Little Red Hen The Creative Curriculum for Preschool Book Discussion Cards
Related Objectives: 1a, 1c, 2b, 2c, 8a, 9a, 11a, 15a, 25, 27, 32
2. Invite the children to name any numbers they know. Including All Children
Materials: setof cards with a numeral and its
number word printed on one side, e.g., 3 and
three. On the other side, draw a corresponding
3. Encourage the children to use their fingers, buttons, or
other manipulatives to count each quantity.
Add texture, such as Velcro dots, to the
cards. Make sure the background is a Vocabulary Supporting SocialEmotional Development The Little Red Hen
contrasting color.
number of large dots, e.g., l l l ; buttons or This card has a 4 on it. Lets turn it over. Can you put
other small manipulatives a button on each dot?
Make numeral cards out of cardstock and groom harvest pressing with your hands Manages feelings (1a) Responds to emotional cues (2b) Interacts with peers (2c) Retold by Bonnie Dobkin
laminate to make them easier to pick up to make clean and neat to pick foods such as wheat, What could Little Red Hen have said Dog, Goose, and Cat did not see The Little Red Hen tries to get help
vegetables, and fruit when they are chore
4. Continue the activity as long as it interests the from the table.
talkative everyday work or job around the to her friends to let them know she that Little Red Hen felt bad about not with the jobs that she needs to do in
1. Invite the children to explore the number cards. Show ready to be picked was disappointed that they wouldnt getting help when she asked. How can order to make the delicious bread.
children. Explain that you will keep the number cards Lay a felt square down on the table to likes to talk all the time house or farm
them the numeral on one side of the card. Turn the
in the Toys and Games area for them to use during make picking up manipulatives easier for miller
help her? you tell when someone feels bad or What do you do when you see that
card over and count the number of dots together. the child.
gossip
a person who grinds wheat into flour aroma disappointed about something? someone needs help getting a job
choice time. Takes care of own needs appropriately
to talk about people who arent there a smell done? What could Dog, Goose, and
Use raised numerals and dots on the (1c)
in a hurtful way or share their secrets muss Cat have done to help?
cards, or large magnetized numerals and to make messy drifted The other animals wont help the
dots, for a child to handle and feel. hoed (demonstrate action) moved slowly Little Red Hen because they are doing No ones willing to help a hardworking hen as she
Watch for nonverbal cues that signal
(point to illustration) dug in the kneaded as the wind blew it things to take care of themselves. plants her wheat but everyone wants the warm
a desire to participate, such as
ground using a hoe (a hoe is a tool (demonstrate action) made or shaped Does taking care of yourself mean bread she makes later! See how the hen teaches a trio
gestures, body movements, and facial
used to dig up weeds) dough by folding, stretching, and that you cant help others? Why do
of exceptionally lazy barnyard friends that good things
expressions.** you think so?
come to those who help out.
Invite English-language learners to count
in their home languages and in English.**
2016 Teaching Strategies, LLC. Teaching Strategies and The Creative Curriculum
are registered trademarks of Teaching Strategies, LLC, Bethesda, MD.
Teaching Sequence
Questions to Guide
YELLOW Use cards with the numbers 13, focusing on the side with the dots. Introduce one card at a time Your Observations
to the child. Offer the exact number of objects needed to match the card.
What numerals did the child recognize?
This card has one dot on it. Can you put a button on the dot? (20c) BDC Set 1 System CC6 2016.indd 9 4/28/16 3:40 PM
Now we have two buttons. Lets try to put a button on each dot that you see. Was the child able to place one
manipulative on each dot? How did the
Book Discussion
GREEN Show cards 1-5 and ask the child to name the ones he or she knows.
manipulatives to use? (20b)
Here are five cards with numbers written on them. Do you see any numbers you know?
How high was the child able to count with
Invite him to put an object on each dot while counting them out. one-to-one correspondence? (20a)
Lets put a button on each dot. Can you count them as we go? How long did the child attend to
Cards
GREEN Lay out the cards from 15 with the numeral side facing up. Ask the child to count from 15
as you point to each card. Invite the child to choose a card, name the numeral, and turn it over to Related LearningGames
match objects to dots. 188. Color and Number Cards
Complete listing at
Lets start by counting to 5. Here are the numerals 15 to look at as you count. Can you
BLUE
(22 cards)
point to the number one?
Which card will you put pebbles on first?
TeachingStrategies.com/
BLUE
Shuffle the cards from 110 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?
PURPLE Include cards 120. Create piles of 1020 objects. Invite the child to count and select the
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?
ChildrensBooks
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.
*Also available: Expanded Daily Resources, featuring five additional studies and comprehensive daily teaching tools, and
supplemental Teaching Guides, each available for separate purchase. Please see pages 50-53 for more information.
5
Individualized. Supportive. Effective.
6
Curriculum Overview
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 the Head Start Early Learning
Outcomes Framework and early learning standards for each state.
7
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, a component of the Daily Resources, offer daily plans to help teachers
provide individualized instruction for every child and organize and manage every moment
of their day, all year long.
AT A GLANCE Investigation 1
What are the features of clothes? Spanish: pequeo, mediano, grande, tamao, cinta para medir, vara para medir, regla, medir, largo, corto, ms grande, ms pequeo, igual,
VocabularyEnglish: small, medium, large, size, tape measure, yardstick, ruler, measure, long, short, bigger, smaller, equal, measure, nervous medida, nervioso
Read-Aloud Goldilocks and the Three Bears Goldilocks and the Three Bears A Pocket for Corduroy Button, Button, Whos Got the Button?
Interest Areas Toys and Games: geoboards; geobands;
shape cards
Dramatic Play: props for setting up a clothing
store The Mitten Outdoor Experiences
Dramatic Play: more clothing store props
Art: materials to make thank-you notes Weaving Wall
Wow! Experiences
Technology: eBook version of Button, Button,
Goldilocks and the Three Bears; Question of the Day Where do you get your clothes? (Display How should we behave on our visit to the
(first read-aloud) What was your favorite part of the visit to
fabric in and out of the open spaces. Day 3: A visit from a dad or other
children can reach and invite them to move the
with a baby
How Do People Get Their Clothes? Discussion and Shared Writing: Preparing for Other Items Do We Need for Our Store?
work or enjoyment to visit the classroom during
Materials: rhythm sticks
Site Visit or Visitor Materials: rhythm sticks; Mighty Minutes Investigation 6, What special clothes do people
Materials: clipboards; pencils; Intentional 26, Echo Clapping; Mama and Papa Have wear for work?
Teaching Card SE01, Site Visits a Store
Option 1: Play Dough Option 1: Whats Missing? Option 1: Bigger Than, How is cloth made? Option 1: Small, Medium, and Option 1: Tallying Features
Small Group
Wow! Experiences
VocabularyEnglish: loom, weave, knit, crochet, cloth, appreciate, decent Spanish: telar, entretejer, tejer, croch, tela, apreciar, decente
Day 2: A site visit to a clothing store
Smaller Than, Equal To 1 Large Book Make Timeof
forClothing
Intentional Teaching Card Intentional Teaching Card DayRead-Aloud A PocketDay
for Corduroy
2 Day 3 Button, Button, Whos Got the Button?; Something From Nothing
a few small manipulatives for each child Arrange to visit a clothing store during a
time when the children can interview the
M15, Play Dough (See card LL18, Whats Missing?; Intentional Teaching Card Interest Areas Discovery: fabric;
magnifying glasses; Intentional Teaching Card LL04,
Intentional Teaching Card
Art: strips of paper for
children to weave in and
outOption
of paper or cardboard;
Discovery: The Quinceaera
Dramatic Play: class loom
Outdoor Experiences
Go In and Out the Windows
Intentional Teaching Card manager or an employee.
Option 2: Biscuits Option 2: Memory Card Game blocks; measuring tools The Clothes Study Investigating the Topic
your shirt feel like? Chart;
pattern? clothesapoem
(Display
Option 2: Small, Medium, and
simplethat rhymes
repeating pattern, such as
blue-red-blue-red.)
Rhyme Count; cotton balls; Physical
paper
green construction
Fun
M10, Biscuits (See card for LL08, Memory Games; Made? Materials: broom handles Materials: Mighty Minutes Intentional Teaching Card
study. Ask them to start collecting clothing to
How do people make clothes? Materials: The Quinceaera; or yardsticks; crocheted or 29, Baa, Baa, Black Sheep;
donate. You may also want to ask a few family
equipment, ingredients, and a memory game or set of Intentional Teaching Card Desktop Publishing; digital
pieces of woven fabric knitted clothing item or
VocabularyEnglish: sketch, design, fashion designer, seamstress, tailors, stitch, hem, sewing machine, manufactured, huipil, tapestry
blanket; magnifying glasses
The Quinceaera; a piece of
Spanish:
raw wool (if boceto,
available); M11, Graphing; clothing
members to help take the clothes to a donation
site after the clothing drive.
classdiseo, diseador(a) de modas, costurera, sastres, puntada, ruedo, mquina de coser, manufacturado, huipil, tapiz
loom; ribbon
recipe.) duplicate pictures of clothing M12, Measure & Compare; Day 1 Day 2
camera; computer; printer;
Day 3 Day 4 Wow!Day
Experiences
5
fasteners, e.g., zippers, Velcro,
Make Time for
Day 1: A visit from someone who knits
TheGames:
Read-AloudToys and Paper Bag Princess Toys andButton, Button, Whos Got the Uncle Nachos Hatpaper for body tracing Outdoor
Experiences
How to Make a Loom
clothing collection;
Interest Areas
bookbinding supplies; paper; each
Art: materials for designing fabric Games: geoboards; Art: large Art Area: fabric scraps; glue
buttons, laces
or crochets
shirts: pencils, paper, scraps cut into pieces to geobandsButton? Library: materials for thank-you Toys and Games: matching Follow the Leader on a Line
Use a large cardboard rectangle and mark every
stamps, stencils, rulers, match or pattern Dramatic Play: fabric pieces that notes fabric scraps " on both thetapetop
or and bottom. Make 1" cuts
nonstandard measuring tools childs word bank
markers Make long lines with masking
Small GroupArt: large paper1:for
Option Option
body With Printcan be draped
Playing or1:tied
Geoboards
to create Option 1: Play Dough Weaving on each of the marks you measured, making sure
sidewalk chalk outside.
tracingsIntentional Teaching Card clothes Intentional Teaching Intentional Teaching Card that the bottom marks line up perfectly with the
Lead a game of follow the leader,
top marks (see picture above). String the warp
LL23,
Technology Playing
: eBook With
version Card
Art: large M21,
paper Geoboards;
for body tracing P02, Play Dough Weaving;
having children move in different
or vertical yarns.ways
Tie a large knot on the end of
Environmental Print;
of The Quinceaera geoboards; bands; shape cards play dough; play dough tools along different lines, e.g., skip on the
environmental print, e.g., your string to hold the string in place. Slide the
Option 2: Im Thinking of a Option 2: Twisted Pretzels curved line, hop on the straight line,
cereal boxes; logos; stop signsWhat colors
Shape
string into the first slot and gently pull until
and gallop on the zigzag line.
Mighty Minutes 18, Im Mighty Minutes 20, I Can Mighty Minutes 27, Diddle,
Question of the Day
Mighty Minutes 74, Jack in Mighty Minutes 25, Freeze;
What is written on your Do you think we can we mix together to Which fabric pattern
Card do you like What kind of clothes will you
Mighty Minutes
Intentional Teaching knot is secure. Pull the string tightly down the
clothes: words, numbers, or Option 2: Shopping Trip make green?
make clothes? Intentional Teaching Card best? (Display
P03, Twisted different fabric
Pretzels design today?
The Clothes Study Investigating the Topic Invite children to corresponding
take turns leading.
slot on the bottom and insert the
nothing? Intentional Teaching Card M20, Im Thinking of a patterns.)
(See card for equipment, string into this first slot. Tightly pull the string
Small Group Option 1: Letter Stamps Option 1: Button Letters Option 1: Observing Changes Option 1: Dramatic Story
Retelling When you call to schedule the site visit, talk
Intentional Teaching Card Intentional Teaching Card Intentional Teaching Card
LL07, Letters, Letters, LL03, Alphabet Cards; M07, Ice Cubes; ice cubes; Intentional Teaching Card LL06, with the manager to arrange for the children
Letters; alphabet stamps; ink buttons; alphabet cards paper towels; cups; measuring Dramatic Story Retelling; The to interview a staff member if possible.
pads; construction paper or Option 2: Feeling Letters tools Mitten; story props
magnetic letters and board Option 2: Baggie Ice Cream Option 2: Pocket Storytelling
Intentional Teaching Card
Option 2: Shaving Cream Intentional Teaching Card
LL15, Texture Letters; Intentional Teaching Card
Letters
letters cut out of a variety M08, Baggie Ice Cream LL09, Pocket Storytelling: The
Intentional Teaching Card of fabrics (See card for equipment, Mitten; mitten-shaped pocket;
LL13, Shaving Cream ingredients, and recipe.) toy or picture props
Letters; shaving cream
Mighty Minutes Mighty Minutes 53, Three Mighty Minutes 22, Hot Mighty Minutes 19, I Spy Mighty Minutes 13,
Rowdy Children or Cold Shapes; variety of With My Little Eye Simon Says
three-dimensional shapes
8
The Clothes Study Investigating the Topic
Day 1 Investigation 1
Read-Aloud Read Goldilocks and the Three Bears. children that the book will be available to
What are the features of clothes? Before you read, remind children about
the question of the day. Ask, What do
them on the computer in the Technology
area.
children sharpen their phonological Lay out a small, medium, and large
Day 2 Investigation 1 the children.
awareness skills by listening for a T-shirt and ask children what they notice
Choice Time As you interact with children in the interest
areas, make time to
Provide paper and pencils for
recording observations if the children
What are the features of clothes? Observe how they measure objects. are interested.
Mighty Minutes
the tools.
shirts and talk about how they fit. Take regla, medir, largo, corto with the props gathered yesterday. retelling in the section on teaching
Question of the Day: Is the tag inside your shirt marked with a number or the letter Refer to Intentional Teaching Card LL06, strategies in The Creative Curriculum
S, M, or L ? (Have sticky notes available for answers.) for Preschool, Volume 3: Literacy.
photos of this experience. Large Group Opening Routine Ask open-ended questions about the
items, e.g., What could I measure with
information.
Large-Group
this? Which one of these would be
Before transitioning to interest areas, talk Rhyme: Riddle Dee Dee have in your classroom or create one
Day 3 Investigation 1
Pass items around for children Review Intentional Teaching Card LL18,
by gluing pictures of matching clothing
Review Mighty Minutes 04, Riddle Dee to examine. Whats Missing?
to the children about how they can use Invite children who painted at the easel
Dee. Try the jumping syllables variation Demonstrate how to measure a person Follow the guidance on the card using
on the back of the card. using a tape measure and talk about the clothing items to play the game.
These games help children improve
importance of finding out the length of Choice Time As you interact with children in the interest
too small. their clothing display in the Art area to Using Riddle Dee Dee in this
new way gives children practice
of clothes?
pants or a dress.
experience or remind children of the to a task is an important part of a Circle. Read-Aloud Read A Pocket for Corduroy. As you read, ask, Do you have
cognitive self-regulation. Before you read, share the title of the pockets on your clothes? Why are they
importance of choosing clothes that fit.
book and ask, What do you think this important?
Refer to the question of the day and sort
sticky notes by size. Vocabulary
Large-Group Recall the days events.
book will be about? After you read, help children review
Before transitioning to interest areas,
Roundup Remind the children that a dad or other
Choice Time
their predictions of what they thought
As you interact with children in the interest to spark their imaginations. What do Use a mystery bag or box to introduce or
review a variety of standard measuring
talk about the measuring tools in
the Block area and how children
English: bigger, smaller, equal, measure
Spanish: ms grande, ms pequeo, igual, medida
Question of the Day: What shapes do you see on your clothes?
male family member is coming to visit
the classroom tomorrow. Talk about
the story would be about.
tools, e.g., tape measure, ruler, yardstick, can use them. the clothing size he might wear. Ask the
areas, make time to you notice about these clothes? Which foot measurer.
Large Group Opening Routine
children to think about questions to ask
Have the children measure the visitors
him about his clothing size and record
clothes with standard measuring tools, Small Group Option 1: Bigger Than, Smaller Than, Option 2: Measure & Compare
Sing a welcome song and talktheir
aboutquestions on the chart, What do we Equal To
one do you think is the most interesting?
e.g., rulers or tape measure, andor Review Intentional Teaching Card M12,
whos here. want to find out about clothes?
inspire their paintings. Before they begin Make a Circle. Follow the guidance
on the card.
observations.
to paint, ask them a couple of questions Discussion and Shared Writing: Use Mighty Minutes 27, Diddle, Diddle,
Looking at Large Clothes
visitors clothes?"
Mighty Minutes Dumpling.
9
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 Early Learning Outcomes Framework.
SOCIALEMOTIONAL LANGUAGE
1. Regulates own emotions and behaviors 8. Listens to and understands increasingly
complex language
a. Manages feelings
a. Comprehends language
b. Follows limits and expectations
b. Follows directions
c. Takes care of own needs appropriately
9. Uses language to express thoughts and needs
2. Establishes and sustains positive relationships
a. Uses an expanding expressive vocabulary
a. Forms relationships with adults
b. Speaks clearly
b. Responds to emotional cues
c. Uses conventional grammar
c. Interacts with peers
d. Tells about another time or place
d. Makes friends
10. Uses appropriate conversational and other
3. Participates cooperatively and constructively
communication skills
in group situations
a.
Engages in conversations
a. Balances needs and rights of self and others
b. Uses social rules of language
b. Solves social problems
COGNITIVE
PHYSICAL
11. Demonstrates positive approaches to learning
4. Demonstrates traveling skills
5. Demonstrates balancing skills a. Attends and engages
b. Persists
6. Demonstrates gross-motor manipulative skills
c. Solves problems
7. Demonstrates fine-motor strength and
coordination d. Shows curiosity and motivation
a. Uses fingers and hands e. Shows flexibility and inventiveness in thinking
b. Uses writing and drawing tools 12. Remembers and connects experiences
a. Recognizes and recalls
b. Makes connections
13. Uses classification skills
10
Curriculum Overview
LITERACY MATHEMATICS
15. Demonstrates phonological awareness, phonics 20. Uses number concepts
skills, and word recognition and operations
a. Notices and discriminates rhyme a. Counts
b. Notices and discriminates alliteration b. Quantifies
c.
Notices and discriminates discrete units of sound c. Connects numerals with their quantities
d.
Applies phonics rules and knowledge of word d. Understands and uses place value and base ten
structure to decode text
e. Applies properties of mathematical operations
16. Demonstrates knowledge of the alphabet and relationships
a. Identifies and names letters f. Applies number combinations and mental
number strategies in mathematical operations
b. Identifies letter-sound correspondences
21. Explores and describes spatial relationships
17. Demonstrates knowledge of print and its uses
and shapes
a. Uses and appreciates books and other texts
a. Understands spatial relationships
b. Uses print concepts
b. Understands shapes
18.
Comprehends and responds to
22. Compares and measures
books and other texts
a. Measures objects
a.
Interacts during reading experiences,
book conversations, and text b. Measures time and money
reflections
c. Represents and analyzes data
b. Uses emergent reading skills
23. Demonstrates knowledge of patterns
c.
Retells stories and recounts details from
informational texts SCIENCE AND TECHNOLOGY
d.
Uses context clues to read and comprehend texts 24. Uses scientific inquiry skills
11
How Curriculum and Assessment Are Linked
Before beginning any journey, you need to know where teachers are heading. When teachers
begin to implement the curriculum, they can look to the Objectives for Development & Learning
to guide them. These objectives, now expanded through third grade, define the skills, knowledge,
and behaviors that teachers are helping children acquire in their program. Teachers now have a
complete picture along a progression across the whole of the early childhood years, from birth
through third grade.
Demonstrates Recognizes and Makes sets of 610 Solves simple equal Answers how much Answers how much Compares
understanding of names the number objects and then share problems; questions about questions about fractions and
the concepts of one, of items in a small describes the parts; makes sets of 1120 wholes partitioned wholes partitioned explains them
two, and more set (up to five) identifies which part objects and then into equal-size into equal shares using physical
instantly; combines has more, less, or the describes the parts shares of two of two (halves), models, pictorial
Says, More apple, and separates up same (equal); counts and four; verbally four (fourths), representations,
to indicate he wants all or counts on to Cuts a banana in half labels each part and three (thirds); and number lines
to five objects and
more pieces than find out how many and says to a friend, and describes its verbally labels each
describes the parts
given Now, we each have a part and describes Partitions the
relationship to the
Takes two crackers Looks at the sand Says, I have nine fair share because we its relationship to space on a number
whole
when prompted, table and says cars in a row. I only each have the same. the whole line from 0 to 1
Take two crackers. instantly, without need one more to Uses two-sided Cuts a paper pizza into six equal parts
counting, There are get to 10! counters to into two equal parts; Divides a rectangle Puts a red dot
three children at the Says, I have eight determine gives one part to a into two rows and to indicate 4/6,
table. big buttons, and different number friend and says, We two columns of a green dot to
Says, I have four you have eight little combinations for 14 have equal amounts. equal size; colors indicate 2/6, and a
cubes. Two are red, buttons. We have We each have half of in one part when blue dot to indicate
Counts the students the pizza. asked to represent a whole. Signs,
and two are blue. the same. in the circle, and
Divides a clay length one fourth, colors Thats six sixths.
Puts three bunnies Tosses 10 puff balls says, There were in another part to
in the box with the at the hoop. When 12 of us from Mrs. into four equal parts Given a plate
when asked by the show one half divided into
two bears. Counts three land outside, Holts class, and four
and says, Now I says, More went more kids came. That teacher to make Says, When I put eighths, shows one
have five. inside. means there are 13, fourths these four quarter piece for 1/8, three
14, 15, 16 of us playing Signs, Its three pieces together, I pieces for 3/8, and
Puts two dominoes fourths when asked have one whole. four pieces for 4/8.
together, says, Five dodge ball.
what three pieces of Four fourths equal Then says, Hey,
dots, and counts the whole represent a whole. these 4/8 are
on: Six, seven, equal to one half
eight. Eight dots all Provides the
correct response because they are
together. the same size!
when the teacher
shows pictures
representing two
thirds, two fourths,
one half, etc.
12
Curriculum Overview
expectations of learning and development 3. Invite the children to count as a way to solve the Including All Children
Materials: collection of manipulatives story problem.
across the whole of the early childhood Use manipulatives of various sizes, colors,
Six of you are standing by the table. Now lets and textures.
years, from birth through third grade. The 1. Invite the children to explore the collection of
have two children in that group go stand by the Provide boxes or containers to help define
easel. How many children are left at the table?
same colors are used for the teaching manipulatives. Count the objects together, and invite story problems and solutions.
the children to divide the groups into smaller piles. 4. Pose story problems that involve adding Place objects on a nonslip material to
sequences shown on the Intentional Teaching We have 10 counting chips in a pile. Lets move and subtracting. keep them from moving around.
Cards, making it easier for teachers to use five of them over here. Now we have two piles of Lets pretend we have seven children at the table If children are beginning to speak
counting chips. Can you count how many are in in sentences, give them plenty of
for snack, but we only have four napkins. How
assessment information to individualize each pile? many more napkins do we need?
opportunities to talk. Be sure to model
the correct use of English, but do not
instruction. Learn more about the color 2. Present various story problems. Ask the children to 5. Continue the activity for as long as it interests the correct their grammar.**
bands and what they mean on pages 20-21. solve them by using the manipulatives. children. Explain that they can think about story Speak slowly and clearly, using gestures
Lets pretend that were feeding these chips to the problems when they are playing with materials in to pantomime the story problems.**
birds that come to our window. If we see four any interest area. Encourage them to create story
birds, we need four chips. Uh-oh! One bird flew problems with their classmates during choice time.
away! How many chips do we need now?
Teaching Sequence
Questions to Guide
YELLOW Invite the child to pair objects, using sets of one to three objects. Offer the same number of
Your Observations
objects in each set.
Did the child understand and solve story
I see two dolls in the cradle that need blankets. Can you give each doll a blanket? problems using the objects? (20b)
BLUE 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.
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?
PURPLE
We have six pears and three apples. How many pieces of fruit altogether? Lets start with the
pears: six, seven, eight, nine.
PURPLE Invite the child to create new story problems using addition and subtraction of 10 to 20 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-1-79.indd 22 1/15/16
13
Research-Based. Innovative. Engaging.
14
Curriculum Components
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.
All components of The Creative Curriculum for Preschool were designed to fit together to create a
seamless day of teaching and help teachers 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 teachers organize and manage their days 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.
15
The Foundation
The Foundation provides teachers with Early Childhood 101an overview of everything
they need to know to build a high-quality program.
Volume 1: The Foundation presents Volume 2: Interest Areas brings the Volume 3: Literacy prepares teachers
all the information teachers need to set up five key aspects of the curriculum to life, with knowledge and tools that help
their programs. It summarizes the research applying them in each of the 10 interest them inspire children to read, write, and
foundation for the curriculum and addresses areas and the outdoors. Each chapter learn. It includes practical strategies for
five key aspects of the curriculum: how describes materials that enhance childrens intentionally teaching critical language and
children develop and learn, the learning experiences, as well as strategies for guiding literacy skills, such as letter knowledge, and
environment, what children learn, caring childrens development and learning. for integrating rich and enjoyable literacy
and teaching, and partnering with families. experiences into all the interest areas.
16
Volume 5: Science and Technology, Volume 6: Objectives for
Social Studies & the Arts Development & Learning
helps teachers make these essential describes in detail the 38 objectives in
content areas part of childrens everyday The Creative Curriculum for Preschool.
learning. With this new volume, The volume is newly expanded, with
Volume 4: Mathematics helps teachers teachers can encourage children to progressions for first, second, and third
fully understand the mathematical concepts make and test hypotheses, develop grade, helping teachers see the important
and skills they will be teaching, and skills for using technology, explore role they play in building a strong
shows them how to purposefully include their world and the people in it, and foundation for every childs development
mathematics learning throughout the day. engage their creative thinking skills. and learning. Based on an extensive review
of the latest research and professional
literature in early childhood education,
these objectives include predictors of school
success and are aligned with the Head Start
Early Learning Outcomes Framework and
early learning standards for each state.
17
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. Each Teaching Guide
recognizes that children are curious, active learners who are capable of deep cognitive
engagement with topics relevant to their lives.
18
Curriculum Components
Throughout the Teaching Guides, youll How Studies Are Organized Supporting English Language
find references to particular sections of Getting Started Development
The Foundation that provide more in- Beginning the Study The Creative Curriculum for
depth information. Remember, this is one Investigating the Topic Preschool Teaching Guides include
of the ways the Daily Resources and The
Celebrating Learning strategies and tips for working with
Foundation work together as a cohesive
Resources children who are English- or dual-
curriculum that supports teachers every
language learners, including using
step of the way throughout the year.
nonverbal language and other visual
The first guide, Beginning the Year, cues, such as props and pictures.
addresses the first six weeks of school.
The remaining five guides feature
studies, which are project-based
investigations of topics that are familiar
and fascinating to children. Each study
is divided into a series of investigation
questions, and each investigation lasts 3
to 5 days. Beginning on page 34, youll
find excerpts from the Teaching Guide
featuring the Balls Study to review.
19
Intentional Teaching Cards Colors Correspond to widely held
expectations for specified ages and
classes/grades.
Blue
Pre-K 4
Purple
Kindergarten
20
Curriculum Components
The Creative Curriculum for Preschool Intentional Teaching Cards Reference Number
Helps teachers quickly
locate a particular
Question Basket
ObjectivesLists
the objectives
Objective 19
Demonstrates writing skills from Objectives for
b. Writes to convey ideas and information Development &
Related Objectives: 3a, 7b, 8a, 11a, 12a, 14a, Learning that are
What You Do 16b, 19a, 29, 30, 33
addressed during
the activity.
3. Give the children time to think about what they would Additional Ideas
Materials: paper;pencils or markers; clipboards; like to write or draw. Ask open-ended questions that
index cards or sentence strips with interesting Question Basket works well with Including All
encourage them to think about what they would like
questions and related pictures (one question per to add. Intentional Teaching Card LL39, My
ChildrenOffers
strip); basket Daily Journal. Children can write their
What does it mean to be a good neighbor? strategies for ensuring
answers to the questions in their journals.
1. Show children the basket of questions. Explain that
What things can you do to be a good neighbor? that all children can
youve written questions on small strips of paper. 4. Invite the children to scribble, draw, or write to record participate, including
Including All Children
There are lots of different questions to choose their ideas. Ask questions that will help them think strategies that are
from in this basket. Lets pick one and read the purposefully about what they put on the paper. Wrap foam around the pens to make them
easier to hold. particularly useful for
question. Then you can write your answer on
the paper.
5. Record childrens ideas when asked. Make sure the child is seated comfortably supporting English- and
You asked me to write playground. Ill put it here at the table for writing and drawing. dual-language learners.
2. Invite the children to choose a question from next to your writing. Place the drawing paper on a light box. Guidance is also given
the basket. Read the question and talk about it
Provide directions in the childs home
with them. 6. Let the children know that they can always add to for supporting children
language.**
their papers at choice time. Invite them to share their with disabilities.
This question says: What is your favorite time of
responses with family members during arrival and Include answer options in the phrasing
day? It has a picture of a clock on it. Lets think of a question. For example, ask, Which
departure times.
of all the different times of day we have at school animal might you see in a tree: a bird or
and at home. a fish?**
Photo represents 50% of the bilingual Teaching Strategies Childrens Book Collection.
Visit TeachingStrategies.com/ChildrensBooks for a complete list of titles.
22
Curriculum Components
The book collection includes beloved classic Many books in our childrens collection
tales, contemporary works by well-known have been adapted for the eLearning
authors, and original nonfiction books environment. Fully translated and read in
created especially to complement the studies both English and Spanish, these eBooks
featured in the Teaching Guides. Each book encourage creative retelling of stories and
was selected for its rich vocabulary; diverse let Spanish-speaking children experience
characters, families, and cultures; or the the first reading of a story in their home
new ideas and information in its pages. Our language. Designed for use with computers
collection of literature, in both English and and interactive whiteboard technology,
Spanish, includes alphabet books, counting eBooks build childrens confidence and
books, nonfiction books, concept books, and excitement about reading.
narrative picture books, all of which encourage
childrens exploration, interaction, and
enjoyment.
23
Book Discussion Cards
Because some of the best childrens
books have fairly complex story lines,
early childhood education experts Cards
scussion
ool Book Di
for Presch
recommend that they be read to
e Curriculum
The Creativ
1 time
First in a slightly different wayfor
Read-Aloud
i t t l e R e H en
Second Read-Aloud
d
2
children
Before Reading
Introduce characters and the problem.
to benefit fully.
While Reading
Expand vocabulary by pointing to
After Reading
The L
Invite explanations, wonder aloud, and
Before Reading
Recall the characters and the problem.
While Reading
Expand vocabulary using more
After Reading
Invite explanations, wonder a
Retold by Bo
In The Little Red Hen, a Dog, a Goose, Were going to read The Little Red Hen
and a CatBook
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ial
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make thethoughts were Little Red Hen? to help her with something. What groom, muss, chore, aroma
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wont help th yard friends
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others? Why
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that her friends agreed to help her eat
alouds, Book Discussion the Cards offer
breadsince they suggestions
refused to help How do you think Dog, Goose,
for introducing each book, emphasizing
her with everything else. vocabulary and Cat feel when Little Red
Hen tells them they cant help her
as the story is read, commenting
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ate the bread
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herself to teach her friends a lesson
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about beingThemorecards
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rriculum 4/28/16 3:4
0 PM
Creative Cu
s and The
ng Strategie Bethesda, MD.
ate gies, LLC. Teachi gies, LLC ,
eaching Str ching Strate
marks of Tea
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24
Curriculum Components
Vocabulary
groom
to make clean and
neat harvest
Supporting Soci
to pick foods suc pressing with you alEmotional D
talkative
likes to talk all the
vegetables, and fru
h as wheat,
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ple who arent the a person who gri was disappointed that Little Red He see The Little Red
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muss a smell
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to make messy Takes care of
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) dug in the drifted (1c) ut something?
ground using a hoe kneaded someone needs h
Before Reading used to dig up we WhileisReading
(a hoe a tool
(demonstrate action
After Reading (demonstrate action) moved slowly The other ani
mals wont help done? What cou
eds) ) made or shaped as the wind blew Little Red Hen the
aloud, and Encourage children to recall the Expand vocabulary: dough by foldin Wonder aloud and ask follow-up it because they are Cat have done to
g, stretching, and things to take car doing
problem and solution. questions. e of themselves.
muss, chore, aroma Does taking care
of yourself mean
Goose, A few days ago, we read The Little Red Guide children to reconstruct the How would the story be different that you cant hel
p others? Why do
Red Hen Hen. What is the problem in the story? story as you turn the pages. if Dog, Goose, and Cat agreed to you think so?
ont they How does Little Red Hen teach Dog, help Little Red Hen plant the wheat,
Read a few pages and allow the
harvest it, Cat, and Goose a lesson? harvest it, grind it, and make the
children to reconstruct parts of the
ad? bread?
story. Occasionally ask questions
, and
feel
1 First Read-Aloud such as What is happening here?
or What happens next? that help
What do you think would happen 2
if Dog, Goose, and Cat needed help Second Read-Aloud
someone children recall the events of the story. from Little Red Hen? What would
Before Reading While Reading After Reading Before Reading While Reading After Reading
el when Encourage children to explain what she do? What would you do?
Introduce characters and the problem. Expand vocabulary by pointing to Recall the characters and the problem. Expand vocabulary using more Invite explanations, wonder aloud, and
u? characters are thinking and feeling. Invite explanations, wonder aloud, and
pictures, using gestures to dramatize, ask follow-up questions. verbal explanations: ask follow-up questions.
In The Little Red Hen, a Dog, a Goose, Were going to read The Little Red Hen
and describing:
and a Cat live with a Little Red Hen. When Little Red Hen asked her again. You may remember that Little hoed, kneaded Why do you think Dog, Goose,
She works hard around the house, but groom, talkative, gossip, hoed, friends to help her, they said no. Red Hen lives with Dog, Goose, and
2016 Teac Reinforce
hing Strategi some previously and Cat wont help Little Red Hen
are registered es, LLC. Teac
harvest, miller, muss, kneaded, chore, hing
her friends dont help at all. One day Little Red Hen did everything herself. Cat, who are not very helpful around emarkstrad
introduced words
of Teaching Stra
Strategies and The
by pointing to Creative Curricu around the house? Why dont they
tegies, LLC, Bethesd lum
she finds a bag of wheat seeds and aroma, drifted What would you have done if you the house. Little Red Hen asks them picture and dramatizing: a, MD. help her plant the wheat, harvest it,
decides to grow wheat
BDC Setso she can bake Comment on main characters thoughts were Little Red Hen? to help her with something. What grind it, and make the bread?
1 System CC6
2016.indd 9
groom, muss, chore, aroma
bread. When she asks her friends to and actions. does she want help with? How do her
Why do you think Little Red Hen Comment on and ask follow-up What lesson did Dog, Cat, and
help her plant the seeds and harvest friends answer? What happens when
I wonder how Little Red Hen feels ate the bread all by herself? What questions about the other characters. Goose learn? How do you feel
the wheat, they say no. Now she has its time to eat the bread that Little
about doing all the housework by else could she have done to teach her when you ask for help and someone
to decide whether or not she will share Red Hen made from the wheat she I think Dog, Goose, and Cat have a
herself. I think she wishes her friends friends a lesson about being helpful? helps you? How do you feel when
the bread with them. grew without their help? very easy life. They play all day while
would be more helpful. someone refuses to help you?
Little Red Hen does all the work.
I wonder why Little Red Hen asked
Why do Dog, Goose, and Cat keep
for help planting the seeds when she
saying no when Little Red Hen asks
already knows her friends arent very
them for help?
helpful. Maybe she thought they
might say yes this time. Dog, Goose, and Cat dont seem
to be paying attention to how hard
I think Little Red Hen is surprised
Little Red Hen works.
that her friends agreed to help her eat
the bread since they refused to help How do you think Dog, Goose,
her with everything else. and Cat feel when Little Red
Hen tells them they cant help her
Maybe Little Red Hen ate the bread
eat the bread?
herself to teach her friends a lesson 4/28/16 3:40 PM
about being more helpful. It looks
like her lesson worked!
25
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, a teacher favorite, 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, Mighty Minutes are rooted in curricular
any time to intentionally teach language, objectives. They arent just short, fun
literacy, math, science, social studies, songs and games to pass the time; theyre
or physical skills during in-between short, fun songs and games that support
timessuch as when teachers are preparing childrens development and learning!
to go outside or gathering children for Opportunities to use Mighty Minutes are
large-group time. Like the other resources indicated throughout the Teaching Guides.
in The Creative Curriculum for Preschool,
15
Reference NumberHelps teachers
TitlePresents the title
of the activity. Say It, Show It quickly locate individual Mighty
Minutes cards, which are referred to
by number and title throughout the
ObjectivesLists the
objectives from Objectives Objective 20 Teaching Guides. (Mighty Minutes
for Development & Learning Uses number concepts and operations dont have to be used in any
Related Objectives: 1, 3, 5, 7, 8, 11, 34 particular order.)
that are addressed during
that activity.
What You Do
What You DoProvides guidance on
1. Chant, and snap, tap, or clap the beat. how to do the activity.
Appy, tappy, tappy,
Appy, tappy, too.
Appy, tappy, tappy,
72
Ill show my card to you!
La bamba
2. Hold up a numeral card from 110.
3. Ask the children to name the numeral.
Objetivo 3
5
4. Invite them to perform a simple motion Explora co
n
y el movim ceptos del baile
to demonstrate their knowledge of the
iento
quantity that it represents. Say, Can you
Objetiv os relacion
ados: 1, 3,
4, 5, 8, 9, 15, 34
tives hold up four fingers? Can you jump four
nipula Qu hacer
s m all ma ake times?
ve r a l lid Sh
.
ace se in e r with a y me.
conta the rh
side a you say 1. Ensee
a los nio Supporting Spanish
taine r a s d p
u m s la canci
he con t line, La bamb
s a y the las a table. a. n de Language Development
When
you
e floor or e
jects o
n th ount th 2. Cree u
the ob dren c na coreog Many Mega Minutos use
r m o re chil b e r of entusiasta rafa senci
lla y
ne o the nu
m .
Have o entify ut traditional Spanish songs and
c ts , or id b it ize ) witho Para [bailar]
ob je h t (s u la bamba,
by sig m. On the BackThe p1/12/10
ara [bai rhymes to maximize learning
objects ng the
MM_15, 30, 33, 37, 40, 41_eng.indd 1 lar] la
1:44:53 PM
bamba se n
a ll y counti reverse side of each una poca d ecesita during brief transitional
actu e gracia,
py, Mighty Minutes card
ppy, tap una poca d
periods throughout the
Appy, ta , to o . suggests ways to change ay, arriba y
e gracia y ot
ra cosita,
ppy
Appy, ta py, hild arriba, day. These unique Spanish
p p y, ta p t to a c the activity, to either ay, arriba y
Appy, ta r yo u! [Poin 1) focus on a different
arriba, por
ti ser,
time fo por ti ser, resources can help
Now its any?] por ti ser.
k, How m area of learning or
support Spanish language
and as 2) increase or decrease
3. Reemp
lace baila
accin, p r con otras
the complexity of the or ejemplo palabras development.
, saltar, n de
adar, busc
activity. ar.
26
Embedded Professional Development
Each of the resources in The Creative Curriculum for Preschool contains embedded
professional development support for teachers at all levels.
27
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.
A Letter to Families baln de baloncesto, ping-pong, bolita (mota) de golf, pelota de playa,
these letters as they were written or adapt Pasen tiempo con su nio o nia jugando con pelotas, bolas y balones de todas las formas,
tipos y tamaos, como pelotas
baseball, ball, football,
para jugar en el patio,
basketball, bolas degolf ball,
tenis, bolas de ping-pong,
racquetball,
bolas y balones Intercambiar pelotas con las pelotas, bolas acerca de las pelotas, averiguar?
y balones? bolas y balones?
Large Game: Whats Song: She Brought a Game: Whats Inside Song: Clap a Friends Movement: Bouncing a Ball
Group Inside the
Lectura enBox?
voz alta Football
La gallinita roja the Box?
Pelotas, bolas y Nameroja
La gallinita Pelotas, bolas y La gallinita roja
balones balones Discussion and Shared
Discussion and Discussion and Shared Discussion and Shared Discussion and Shared Writing: What Do We Want
Shared Writing: Writing: Share a Ball Writing: What Can We Writing: What Do We to Find Out About Balls?
Types ofpequeos
Grupos Balls Opcin 1: Do With
Opcin Balls? y Opcin
1: Comparar Know About
1: Sonia Balls?Opcin 1: Puedes
salta Opcin 1: Contar la
Trabalenguas describir pelotas, adivinar? coleccin
bolas y balones Opcin 2: Sonia salta
Opcin 2: Clasificar y Daniel danza Opcin 2: Cul tiene Opcin 2: Hacer
sonidos Opcin 2: ms? rebotar y contar
Read- The Little Red Hen Have a Ball The Little Red Hen Have a Ball The Little Red Hen
Caractersticas en
Aloud
palabras e imgenes
Small Option 1: Busy Bs Option 1: Comparing Option 1: Laughing Leo Option 1: Can You Option 1: Counting the
Group and Describing Balls Guess? Collection
Experiencias al
Option 2: Sorting B aire libre: Una variedad de pelotas, bolas y balones
Option 2: Laughing Leo
2010, 2016 Teaching Strategies, LLC. Teaching Strategies and The Creative Curriculum names and logo and Mega Minutos name are registered trademarks of Teaching Strategies, LLC.
Bethesda, MD.
Option 2: Features of and Dancing Daphne Option 2: Whats More? Option 2: Bounce & Count
the Ball Collection in
Words and Pictures
2010, 2016 Teaching Strategies, LLC. Teaching Strategies and The Creative Curriculum names and logo and Mighty Minutes name are registered trademarks of Teaching Strategies, LLC.
Bethesda, MD.
28
Curriculum Components
Game 107
A Book About Me
ild to save
Encourage your ch Jueg
rtant to
items that are impo
put them
Your book tells a him, and help him
lot about you.
Imitar lo qu
in a book.
the
Your child can use
hace otr
Yo bo
pued
ok otomarc im rtant
sharehar, po
t pued estsmarc
aspec of his life with
har.
friends an d fam ily.
Marchar, marchar,
marchar!
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.
29
How The Creative Curriculum for Preschool
Supports English Language Development
The Creative Curriculum for Preschool offers complete support for working with English-
and dual-language learners in classrooms where English is the language of instruction and
in classrooms where English and other languages are spoken.
30
Curriculum Components
Bailemos juntos!
30
Objetivo 35
Qu hacer
resources that support English-language SE18 1. Cante esta cancin al ritmo de Naranja
dulce.
Dar nimo Todas las reas 2. Use las ideas de los nios para agregar
level of English language acquisition Informacin bsica: En lugar de elogiar a los nios
diciendo buen trabajo, deles nimo explicando
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
Ideas adicionales
Cuando est respondiendo a nios
exactamente qu estn haciendo de manera de amarillo e hiciste puntos naranja en la parte pequeos, trate de usar este tipoMightyMinutes_26-51_Sp.indd
de 9 5/15/13 10:24 AM
language
nimo tambin ayuda a que los nios persistan en
tareas exigentes, lo cual les ayuda a desarrollar una acerca de ese edificio?. Para incluir a todos los nios
de las formas esenciales de abordar el aprendizaje. En lugar de decir Me gusta la manera en que Cuando haga preguntas acerca de
ests compartiendo, describa lo que hizo el las acciones de los nios, ofrezca dos
nio. T le ofreciste a Camila algunas cuentas posibilidades de respuesta y permtales
1. Colquese al nivel de los ojos del nio. Si es
para que ella tambin pudiera hacer un collar. elegir.
Secuencia de enseanza
Spanish-speaking children, including AMARILLO Use afirmaciones reflexivas para describir las acciones y comportamientos de los nios. Diga lo
que vio que el nio estaba haciendo.
Preguntas para guiar
sus observaciones
The curriculum ensures teachers are prepared VERDE Anime al nio a reflexionar sobre su proceso de tomar decisiones, hacindole preguntas acerca
de sus acciones y comportamientos.
31
Comprehensive. Inclusive. Intentional.
Sample Pages
First Step: Get Organized. The Resource Organizer is a specially designed binder in which teachers
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 teachers will be using that day. To
help make sure teachers are fully prepared, the At a Glance pages for each investigation provide a
list of all the materials that teachers will need to assemble for any given day. Those pages precede each
investigation (see pages 38-39).
Next Step: Review the Study. On the following pages, teachers will find excerpts from the Balls Study,
including each of the supporting resources teachers need to implement one day of the study. These
excerpts will give teachers a sense of the guidance found in each component of the curriculum.
33
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
Why Investigate Balls?
Getting
3
Web of Investigations
Started
4
6 A Letter to Families
balls bounce?
Investigation 1: Do all
Investigating
26
(Days 13)
the Topic 34 Investigation 2: Do all
balls roll?
(Days 13)
makes balls move?
42 Investigation 3: What
(Days 12)
uses balls?
48 Investigation 4: Who
(Days 15)
are balls made of?
60 Investigation 5: What
(Days 15)
to Investigate
72 Additional Questions
74 Our Investigation
n for Teachers
Background Informatio
Resources
91
92 Childrens Books
93 Teacher Resources
3/14/16 2:49 PM
34
atl.indd 3
TeachingGuide_Balls_N
Why Investigate Balls?
At the start of every study is a Why Investigate...? section that provides context.
All the study topics in The Creative Curriculum for Preschoolsuch as balls, trees, and buildingsare topics that already interest
children and are familiar and fascinating to them. 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.
TeachingGuide_Balls_Natl
.indd 3
3/14/16 2:49 PM
Web of Investigations
A Web of Investigations This section introduces the concept of In this way, teachers can adapt the Teaching
an idea web, a way to think about the Guide to the resources that are available in
is also included at the important ideas related to a topic and the the community and the particular learning
beginning of every study. areas that children might explore. Each they want to emphasize.
study includes a preliminary idea web that
has extra space for teachers to record their
own ideas.
ed
The Balls Study Getting Start
ed
The Balls Study Getting Start
height
weight
Investigation 3
Investigation 1 What makes balls move?
Do all balls bounce? page 42
size
page 26
muscles
shape
construction
workers
children
Our Investigation
different materials
exercisers
page 74
Investigation 4
Who uses balls?
Investigation 5 page 48
What are balls made of?
page 60
athletes
hollow or solid
5
Preschool
The Creative Curriculum for
36
Sample Pages
37
At a Glance, Investigation 1
Next Step:
Plan and Prepare
AT A GLANCE Investigation 1
The At a Glance pages that precede
every exploration and investigation
help teachers with planning. They
Do all balls bounce?
VocabularyEnglish: circumference, length, shorter, longer, sphere
provide a birds-eye view of what the VocabularyEnglish: neighborhood
MaterialsThe Mighty Minutes Mighty Minutes 30, Bounce, Bounce, Bounce Mighty Minutes 33, Thumbs Up; two
At a Glance chart shows items with the same initial sound
all the materials and
books the teacher needs
to gather for each day of
the investigation.
Childrens Literature
During each study, the
teacher uses both fiction
and nonfiction books from 26
the Teaching Strategies
Childrens Book
Collection. The nonfiction
titles relate closely to the
study topic.
38
Sample Pages
27
39
Day 1, Investigation 1
Each Teaching Guide
contains the day-by-day,
step-by-step guidance
that helps teachers
Day 1 Investigation 1
implement each study.
Do all balls bounce?
Notice that guidance for using
the additional resources, such as
Intentional Teaching Cards and
Book Discussion Cards, is included
throughout every daily plan.
Discussion and Shared Writing: Say, I wonder which balls bounce the
Which Balls Will Bounce? highest and why some bounce higher
than others. During outdoor time today
Gather the collection of balls.
and tomorrow, we can try to find out.
Ask, Do all balls bounce? I wonder
Before transitioning to interest areas,
which ones bounce best. Lets find out.
talk about the sorting trays and small ball
Hold up each ball and ask, Do you think collections in the Toys and Games area and
this ball will bounce well? how children can use them.
28
40
Sample Pages
Choice Time As you interact with children in the interest Describe what you see children doing,
areas, make time to e.g., You put all the smooth balls in this
section and all the bumpy balls in Support for English-
Observe children as they sort the balls in
that section.
and dual-language
the Toys and Games area.
acquisition
Ask, Can you think of another way to Guidance to help
Instead of praising children by saying, sort the balls? teachers support the
Good job, encourage children Record what children say and do. English- and dual-
by explaining exactly what they language learners in their
are doing that is appropriate and classrooms is embedded
noteworthy. For more information on throughout the
this topic see Intentional Teaching Teaching Guides.
Card SE18, Encouragement.
Book Discussion
CardsThe Book
Discussion Card
Read-Aloud Read The Three Billy Goats Gruff.
English-language learners supports teachers during
Use Book Discussion Card 06, The Three After the reading, retell the story in your own read-alouds. See pages
Billy Goats Gruff. Follow the guidance for words with gestures. Point to illustrations 42-43 to review Book
the first read-aloud. or objects in the room, as appropriate. This Discussion Card 06,
strategy helps children understand the story Billy Goats Gruff.
Tell children that the book will be
available to them on the computer in the and learn new vocabulary.
Intentional Teaching
Technology area.
CardsPrompts to use
particular Intentional
Teaching Cards are
Small Group Option 1: Rhymes With Ball Option 2: Rhyming Zoo included in every daily
Review Intentional Teaching Card LL10, Review Intentional Teaching Card plan. See pages 44-46 to
Rhyming Chart. LL14, Did You Ever See? Follow the examine three Intentional
guidance on the card. Teaching Cards.
Follow the guidance on the card using
the word ball.
Reference to Vol. 6
For more information on supporting
The Teaching Guide
childrens phonological awareness,
prompts teachers to
see Volume 6: Objectives for
refer to this knowledge-
Development & Learning.
building volume for more
detailed information.
See pages 48-49 for this
Mighty Minutes Use Mighty Minutes 30, Bounce, excerpt.
Bounce, Bounce. Follow the guidance on
the card. Mighty Minutes
Teachers are directed
to Mighty Minutes
Large-Group Recall the days events. Show the rhyming chart you made
activities during each
during small-group time. Invite the
Roundup children to recall rhyming words.
day of the study. Refer
to page 47 to review the
Mighty Minutes that
are suggested for Day 1,
The Creative Curriculum for Preschool 29 Investigation 1 of the
Balls Study.
41
Day 1, Investigation 1
Book Discussion Card 06, Billy Goats Gruff
During Day 1, Investigation 1 of the Balls Objective 18 Comprehends and responds to books and other texts
a. Interacts during reading experiences, book conversations, and text reflections
Study, teachers are directed to Book Discussion Related Objectives: 1a, 3b, 8a, 9a, 15b, 22a, 32
Vocabulary
valley nubs trembled
land in between mountains or small bumps or lumps (demonstrate movement) shook
hills that often has a river or stream
skin and bones gulp
running through it
very, very skinny (exaggerate motion) a big swallow
boulder
hideous wobbled
a very big, heavy rock
very, very ugly didnt stand very steadily
hooves
planks stomped
(point to illustration) the hard covering
over the lower part of the feet of (point to illustration) long, flat (demonstrate action) brought your foot
animals such as horses, deer, and goats pieces of wood down quickly and hard on the ground
nervous
feeling scared and worried
1 First Read-Aloud 2 Second Read-Aloud
Before Reading While Reading After Reading Before Reading While Reading After Reading
Introduce characters and the problem. Expand vocabulary by pointing to Invite explanations, wonder aloud, and Recall the characters and the problem. Expand vocabulary using more verbal Invite explanations, wonder aloud, and
pictures, using gestures to dramatize, ask follow-up questions. explanations: ask follow-up questions.
This book is called The Three Billy Were going to read The Three Billy
and describing:
Goats Gruff. Three billy goats named Why do you think Little Billy Goat Goats Gruff again. You may remember hooves, nubs, stomped What lesson do you think the troll
Gruff have eaten all the grass in their valley, boulder, hooves, nervous, nubs, Gruffs plan worked? Do you think that this is a story about three billy Reinforce some previously learned from his experience with the
valley. Theres more grass to eat on the skin and bones, hideous, planks, he knew he could trick the troll? goat brothers who have to cross a introduced words by pointing three billy goats?
other side of the river. But to get there, trembled, gulp, wobbled, stomped bridge where a hungry troll lives. to pictures and dramatizing:
What do you think Middle or Big How would you tell this story if
they have to cross a bridgea bridge Comment on main characters Why do the billy goats have to get valley, hideous, gulp
Billy Goat Gruffs plan would have you were the troll? What parts of the
that is home to a hungry troll. Can thoughts and actions. across the bridge? How do they get
been? What would you have done to Comment on and ask follow-up story would be the same as those we
the three billy goats figure out how to Middle Billy Goat Gruff looks past the troll?
get past the troll? questions about the other characters. read together? What parts would
cross the bridge without getting eaten? nervous and worried about not
Why do you think the troll let the be different?
Lets find out. having enough to eat.
first two Billy Goats Gruff cross the
I wonder how Little Billy Goat bridge? I dont think anyone has ever
Gruff plans to get all three of them tricked him before, so he must not
past the troll. be worried about whether hell catch
BDC Set 1 System CC6 2016.indd 11 and eat the billy goats.
I think Little Billy Goat Gruffs plan
is very smart. Hes tricking the troll What do you think the troll thought
into not eating him and his brothers. when Big Billy Goat Gruff charged
I wonder what Big Billy Goat Gruff at him? I think no one had ever tried
will do when he meets the troll. doing that to him before.
Little Billy Goat Gruffs plan I wonder what the troll yelled to the
worked. Each Billy Goat Gruff goats. I think the troll was not very
played an important part in happy about what happened
the plan. to him!
The
n we
Goat ll fin
Gruf d mo
f. re gr
But ass,
wher said
e? a Big B
Wh sked illy
BDC Set 1 System CC6 2016.indd 12 ere a the m
re we
1. First Read-Aloud I kn
ow!
said
goin
g to
iddle
find
broth
er.
very Little more
During the first read-aloud, teachers focus on othe
smar
r side
t. W
ell g
Billy
Goat
grass
?
o to G
of th the m ruff, fee
the characters thoughts and actions: I wonder and
very
eat a
nd e
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r! We e adow li ng
fat! at, a can s on th
how Little Billy Goat plans to get all three of nd so
on w tay f
e wil or da
e
l be v ys,
them past the troll. ery,
2. Second Read-Aloud
During the second read-aloud, teachers What w
ill we do
comment on and ask questions about the Billy Go
at Gruff
? said M
iddle
more gra . If we
dont fin
other characters: Why do you think the but skin
ss, well
soon be
nothing
d
and bon
troll let the first two Billy Goats Gruff 10 es.
2/16/10The Three
11:38:05Billy
AM Goats Gru
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42 11
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Sample Pages
And th
During the third read-aloud, teachers
e three
Gruff?
They li
Billy G
oats help children reconstruct the story
in the ved ha
of their
valley
for the
ppily
rest
themselves: What is happening here?
lives, e
green,
green
ating th
grass o
e What happens next?
both si n
des of
And ge the riv
tting v er.
ery fat.
4/28/16 3:40 PM
32
The Thre
e Billy
Goats
Gruff_in
sides_S
mall Boo
k_ENG.
indd 32
2/16/10
11:44:21
AM
43
Day 1, Investigation 1
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.
SE18
Encouragement All Interest Areas
Objective 1
Regulates own emotions and behaviors
c. Takes care of own needs appropriately
Related Objectives: 2a, 3a, 8a, 9a, 10a, 11a,
What You Do 11b, 12b
a childs specific behaviors and actions. This might say, Seeing your big smile makes me voice when you talk to me, is more
feedback helps children develop intrinsic smile too! You look really happy this morning.
constructive than saying, Stop using
motivation and the ability to self-evaluate. Instead of, Thats a cool building, offer
that tone of voice.
Statements that acknowledge and encourage can encouragement. You used all of the small square
also help children persist through challenging blocks. Can you tell me about your building?
tasks, which helps them develop one of the Instead of, I like the way youre sharing,
Including All Children
critical approaches to learning. describe what the child did. You offered When asking questions about the childs
Cameron some of your beads so she can make a actions, offer two possibilities and let the
necklace, too. She looks really happy about that. child choose.
1. Position yourself at the childs level. Offer a gentle
Be sure to give the child enough time to
touch, if appropriate. 3. Show your feelings in your tone, body language, and think and respond.
facial expressions.
Include English-language learners along
with English-speaking children.**
Teaching Sequence
Questions to Guide
YELLOW Use reflective statements to describe childrens actions and behaviors. Say what you saw the Your Observations
child doing.
How did the child respond to the
You waited until the other children were out of the way, and then you climbed all the way to encouragement? (1c)
the top of the climber! What language did the child use to
GREEN Najee, youre sharing your paints with Peter. I saw that you gave him the cup with red paint. describe his actions? (9a)
I see youre painting using long, up-and-down strokes with your brush.
Related LearningGames
Miguel and Jenna, you put all the blocks back on the shelf in the right spots!
106. Seeing Feelings
GREEN Encourage the child to reflect on his process and decision making by asking questions about his
actions and behaviors.
Earlier, I noticed your tower fall a few times. Now it looks very sturdy. How did you solve
your construction problem?
BLUE
Vijay and Isaiah, I saw that you both wanted the new doctor kit. How did you decide to take
turns with it?
44 I notice that part of your tree painting looks like it has a different texture. Why did you
PURPLE
choose the sponge painters to make the top of your tree?
How did you feel when you climbed to the top of the climber without any help?
Sample Pages
Day 1, Investigation 1
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, uses Intentional
Teaching Card LL10, Rhyming Chart.
LL10
Library
Teaching Sequence
Questions to Guide
YELLOW Sing a familiar rhyming song or poem and invite the child to use a puppet or other prop as
Your Observations
you sing.
Was the child able to identify
Lets listen for rhyming words. Hickory, dickory, dock. The mouse ran up the clock. rhyming words? How many words was the
child able to rhyme? (15a)
GREEN Invite the child to join you in singing a familiar rhyming song or saying a familiar poem. How did the child interact with you and
join in singing? (2a)
Lets sing together and listen for words that rhyme. Twinkle, twinkle, little star, how I
wonder what you are! How long was the child able to attend to
this experience? (11a)
Sing the song again and encourage the child to say the rhyming words by pausing before you
say them.
Related LearningGames
194. Rhyming
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 The monkey, he sat in a tree. The monkey got stung by a ____.
BLUE When singing a rhyming song, use an incorrect word that does not rhyme and allow the child time
45
to notice the mistake and correct it.
PURPLE Way up high in an apple tree, two red apples smiled at you.
Day 1, Investigation 1
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 Music and Movement
3. Explain to the children that they are going to make Including All Children
Materials: pictures
of familiar animals, e.g., cat, up new verses to the song. Show the children the
Record two or three pairs of rhyming
dog, sheep, mouse, and snake; audio recorder animal pictures, and review their names. Invite the
words on a childs communication device.
children to think of words that rhyme with the names
Use animal props for a child to hold as
of the animals they want to use in the song.
1. Invite the children to join you in singing Down By you talk about rhyming.
the Bay. Sing the song together enough times for Yes, Nolan, sheep and sleep do rhyme. We can
When English-language learners ask
the children to become familiar with it. This is the sing the song with those words. How about, you to name an object in English, ask
first verse: Did you ever see a sheep, falling asleep, down them to tell you its name in their home
by the bay? languages.**
Down by the bay, where the watermelons grow,
Back to my home, I dare not go, 4. Write the rhyming word combinations on chart paper. Give all children time to express
For if I do, my mother will say, Use an audio recorder to record the children singing themselves.**
Did you ever see a goose each new verse. Create new verses for as long as the Speak slowly and clearly, exaggerating the
Kissing a moose, activity interests the children. rhyming sounds of the words.**
Down by the bay? Video record the children rhyming in
5. Explain that the recordings will be in the Music
English and using the pictures. Make the
2. Remind the children that rhyming words sound alike and Movement area and that children may play the
recording available in the Technology
at the end. Give examples of rhyming words in the recordings and listen for the rhyming words during
area for children to replay during choice
song (bay, say; go, grow; moose, goose). Invite a child choice time. time.**
to repeat rhymes from the song.
Teaching Sequence
Questions to Guide
YELLOW Invite the child to point to the picture of the animal in each verse as you sing it. Talk about the
Your Observations
word that rhymes with the animal the child points to.
Was the child able to recognize and name
Yes, that is a duck. We sang, Did you ever see a duck, driving a truck, down by the bay? the rhyming words? Was the child able
to produce a rhyming word related to a
specific animal? (15a)
GREEN Ask the child to sing with you, and invite her to sing the rhyming words differently from the other
words, e.g., louder, softer, faster, or slower. Did the child follow along as you reviewed
the word pairs on the chart? (17b)
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. Was the child able to participate by
singing along? (34)
GREEN Sing the song, and leave out the name of the animal and the rhyming word. Assist the child by Related LearningGames
pointing to the animal picture for him to sing.
194. Rhyming
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.
BLUE Create word combinations that may, or may not, rhyme. Encourage the child to choose the correct
pairs of words for the song.
Here on the chart we have snake and slither. Slither describes how a snake moves. Do those
PURPLE words rhyme? No, they both start with s, but they do not rhyme. Lets look at the next pair
of words.
46 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.
Lets sing all of your verses now. I see that you even thought of rhyming words for animals we
dont have on our cards!
Day 1, Investigation 1
Mighty Minutes
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 knowledge about themselves.
Mighty Minutes 30, Bounce, Bounce, Bounce,
has children explore dance and movement
concepts using music.
47
Day 1, Investigation 1
Volume 6: Objectives for Development & Learning
During Day 1, Investigation 1 of the Balls Study, teachers are referred to Volume
6: Objectives for Development & Learning to obtain more information about
supporting childrens phonological awareness. Literacy 84
Objective 15
15
learn to hear the separate sounds of oral language that that may not be part of their native languages. A
awareness are blended in ordinary speech. For some children, child may therefore have difficulty hearing and/or
distinguishing the parts of spoken language is difficult producing the sounds of English.
because it requires them to attend to the sounds of
speech separately from meaning.
48
Sample Pages
Literacy 92
Joins in rhyming songs and Fills in the missing rhyming Decides whether two words Generates a group of Generates rhyming words
games word; generates rhyming rhyme rhyming words when given without a prompt word;
words spontaneously a word identifies rhyming words in
Hums along and joins in Do bear and chair rhyme? written text; uses rhyme to
random words in rhyme Completes the rhyme in the What about bear and goat? Says, Bat, sat, lat, when decode text
Sings with a group, One, two, phrase, The fat cat sat on the Matches rhyming picture asked, What words rhyme
buckle my shoe ____ (mat). cards with cat? Makes the word bat with the
Chants spontaneously, Me, plastic alphabet letters and then
fee, kee, tee, lee, bee. changes the first letter to create
the words cat, hat, mat; reads
each one and says, I made a lot
of rhyming words.
Identifies all the rhyming words
after reading a simple story told
in rhyme
Sings songs and recites rhymes Shows awareness that some words Matches beginning sounds of Isolates and identifies the
and refrains with repeating initial begin the same way some words beginning sound of a word
sounds
Says, Max and Mayaour names Groups objects or pictures that Says, /m-m-m/, when asked What
Sings, Im bringing home a baby start the same! begin with the same sound is the first sound of the word milk?
bumble bee Picks up a toy bear when asked, Responds, /t/, after being asked,
What begins the same way as box, Whats the beginning sound of toy,
baby, and bike? toe, and teeth?
49
The Creative Curriculum for Preschool,
Expanded Daily Resources
When it came time to update The Creative Curriculum for Preschool, we took to heart what
teachers had been telling us: They wanted more choice in the classroom.
50
Expanded Daily Resources
5 Guides
More Mighty Minutes Highlights High Five Bilinge Book Conversation Cards
(100 cards; also sold separately) (10 issues plus an additional (10 cards)
set of 10 issues for sharing)
51
Supplemental Teaching Guides
The supplemental Teaching Guides, which are sold individually, offer a wide range of
options for studies, allowing teachers to explore the topics that most interest the children
in their class or that relate to their communitys unique characteristics and needs.
52
53
GOLDplus
Powered by The Creative Curriculum
Every child is different its no surprise that they learn differently, too. At Teaching Strategies,
we celebrate those differencesand are committed to developing tools that help you meet
the individual needs of each child. Thats why GOLDplus was created.
GOLDplus harnesses the power of The Creative Curriculum to create a single, revolutionary solution for individualizing instruction. Its assessment
plus instruction. Observation and documentation plus curricular experiences. Child-specific information plus automatically-tailored learning
opportunities. GOLDplus takes the guesswork out of individualizing instruction, so you can get back to doing what you love mostbuilding
strong relationships and connecting with each child.
Effective Teaching:
GOLDplus automatically
populates childrens names
into the color-coded teaching
sequence, based on their
individual assessment data.
So youll know just how to
modify the learning
experience to meet each
childs unique needs.
54
Streamlined & Simplified
Planning: GOLDplus, powered
by The Creative Curriculum,
streamlines and simplifies your
planning process with weekly
and monthly calendars and
innovative tools that let you
populate or rearrange your
day with just a few taps.
55
We hope youve enjoyed this tour of The Creative Curriculum
for Preschool and that it has helped you understand the curriculums
many benefits for teachers, administrators, and families.
56
Teaching children to be creative, confident thinkers.
The Creative Curriculum
for Preschool
In its latest edition, The Creative Curriculum for Preschool is still everything
that teachers love: a comprehensive, research-based curriculum that features
exploration and discovery as the way of learning.
TeachingStrategies.com/Preschool
Copyright 2016 by Teaching Strategies, LLC. All rights reserved. Teaching Strategies, Creative Curriculum, GOLD, GOLDplus,
Mighty Minutes, Mega Minutos, and the open book/open door logo are registered trademarks of Teaching Strategies, LLC,
Bethesda, MD. Highlights High Five Bilinge copyright 2015 Highlights for Children, Inc., Columbus, Ohio. All rights reserved.
Cover image used by permission. Childrens books by their respective publishers. Used by permission. CCFPTG1606