Learning ObjectivesParticipants will discuss ways to integrate

themes throughout their classroom.Participants will come up with their own

ideas to increase the power of their instruction

Participants will create lesson plans that integrate their weekly themes and come up with ideas to plan an environment that will benefit the children that they teach

What does it mean to integrate themes?Participants will come up with a definition for

integration. Why is it important to integrate themes in an

early childhood setting.

When integrating themes, remember:Cover all areas of learning and do not

undermine othersWill the integration improve learning for the

childrenWhat do children already know; what is their

background knowledgeConsider ways to integrate by using various

strategies: whole group, small group, individual, or center time

Areas of the ClassroomGet into small groups and list the various

areas in your preschool classroom. Groups will discuss their answers. Things to think about:

What areas did you forget?Do you plan for activities in each area?Check your own biases: for instance, do you

not allow children to play in the water table because you don’t like the mess, etc.?

Review the Creative Curriculum handoutThrough using Creative Curriculum, we want

the children in our care to:Develop positive social skillsDevelop thinking skills and become

investigativeBe confidentWant to learn and love to learn

How can we increase the power of our instruction:Integrating language, literacy and

mathematics into the various areas of the classroom.

One way to do this is to combine two or more areas of learning. For instance, use a story to teach about math concepts; extend the plot by adding math material to various areas of the classroom.

Incorporate writing into math activities. For example, the teacher could chart the results of the findings that children make in a measurement activity

Deciding on preschool learning contextHandout – Features of three different

preschool learning contexts from Increasing the Power of Instruction by Judith Schickedanz.

Teachers should incorporate whole group, small group and center time throughout their day

Review handout to decide what activities should be in each context.

Use this handout as a guide to plan lessons.

InstructionWhen planning activities, instruction should

be interesting, meaningful and engagingFind out what the children are interested in

and plan accordinglyIf children are not interested in what you are

teaching, then they will not learn

Activity – Lesson Planning ActivityParticipants will work in groups of 3 to 4 and

create meaningful lesson plans for a weekly theme in February or March.

Please see monthly theme sheet to choose a theme.

Handout – extended lesson plansPlease use the learning standards to guide your

lessonsReminder – incorporate the theme into all areas of

the classroom.

Review of lessonsGroups will share their ideas with the classFeedback and questions

Using Stories to Integrate LearningRead Inch by Inch by Leo LionniHow can we use this book to increase instruction?Discuss well-intentioned but ineffective way to use

the bookHow can we use the story not only to teach math

concepts, but also increase literacy and languageStories can be predictable – they have characters,

plot, setting and a problem that characters are trying to solve

Cognitive skills are needed to understand what a character is doing; children rely on their prior knowledge

Teacher’s RoleHelp students draw on their background

knowledge by asking questionsSupport them as they try to figure out what is

happening in the story by asking open-ended questions

Extend their thinking by saying, “So you think the little bird was trying to figure out how to get away from the big bird.”

Teachers can think and wonder out loud when they are reading to children, model comprehension strategies that good readers use

Good ReadersDo a picture walk before you begin the storyAsk the children to predict what is happening in

the picturesWhen you read, ask the children to continue to

predictThink aloud as you readModel to the children that good readers reread

if they do not understand something. Vocabulary words – when you come upon words,

make sure the children understand the words – this extends their vocabulary and language skills

Math Vocabulary:Handout – discuss the importance of helping

children understand math vocabulary words. Learning math words will help children to

learn math and also extend their understanding of stories and vocabulary

Reading Inch by Inch Introduce story – get the children interestedProvide a basic overview of the plotTalk about the pictures in the bookDiscuss the story at the end and extend the

children’s thoughtsRead the book a second time; ask the children what

they remember about the story and go from therePose questions to encourage higher level thinking

skillsRead the story a third timeExtend the story with activities

Group Time/Circle TimeTeacher-guided instruction that introduce

children to a topic.Morning meetings – sing songs, share poems,

listen to predictable storybooks, play games that incorporate math, language and literacy.

Having two distinct group times (20 minutes each) instead of one long one (45 minutes) is more appropriate.

Activity – Circle Time Participants will work in small groups to

discuss what they do during circle time. How do they incorporate the themes into their group time? What challenges do they encounter?

Each group will come up with a circle time activity to share with the whole group

Idea: handout – word clues games

Small Group ActivitiesTeacher chooses and plans activities for

children to participate inGood opportunity for teacher to observe

children and write observations on childrenSmall group activities can occur during center

time, when teachers take a small group of children to an area and work on a specific activity. For instance, it may be a math activity – example, if children are learning about shapes/geometry; the teacher can create a shape game that children play together.

Center TimeChildren should have opportunities to choose

what center they would like to go toLearning opportunities arise as children play and

work hands-on with learning materialsTeachers should be facilitating center time;

responding and supporting choices that children make

If children play with material in unanticipated ways, teachers should support children’s exploration and ideas

When teachers engage in thoughtful conversations during this time, learning occurs

TeachersShould move around the classroom and

interact and support childrenOne teacher can serve as a floater and go to

various centers, extending children’s playAnother teacher may be set up in one area

that needs more support, while also overseeing other centers

Centers should be introduced during whole group time so that children have an understanding of what to do at each center

Control Board/Activity BoardActivity boards can be created to help

children choose their centerThe activity board can portray a picture and

words of the center, and then there could be four name holders where children can place their names if they choose to go there

Materials needed: velcro; name tags; digital camera to take pictures of each center.

Benefits to using Activity Boards Supports integration of math, language and

literacyChildren are reading the print and signsChildren are problem-solving to see how many

more children can go to a center, etc.How many pockets, how many nametagsChildren have conversations regarding how

many children can be at a center; or if they want to play with a friend, they may try to find a center that would accommodate both of them – social concern

Activity – Think of Spontaneous Play that occurs during center timeParticipants will be in groups of 3 to 4 and

discuss situations that arise during center time where math, literacy and language is integrated in the various centers.

Example – children in the dramatic play area having a birthday party for a doll.

Questions and CommentsDiscussion to include any questions or

comments regarding integrating preschool themes.

Resources: Increasing the Power of Instruction, by Judith A. Schickedanz