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Monday: Children will learn about the main characteristics of farmers markets
1.  Children will write 2-5 sentence summary of who their professional is.
2. Children will explain where at least one food came from using between 2-5 sentences.
3. Children will verbally state one fact the guest speaker taught them.

Tuesday: Children will learn about the characteristics of fruit and vegetables.
1. Children will create at least one fruit or vegetable for the farmers market stand using at least two materials provided.
2. Children will ask one question to figure out which fruit is in the cup.
3. Children will identify the geometric shape of two different fruit.

Wednesday: Children will learn about what happens at the farmers market and how.
1. Children will conduct online research about the tools needed to perform the professionals career related responsibilities using at least one source.
2. Children will answer two questions about what is sold at the farmers market using at least one complete sentence.
3. Children will make at least three statements about their observations of the farmers market.

Thursday: Children will learn how to explore different materials and use them to create.
1. Children will identify at least one fruit or vegetable not listed on the bingo list.
2. Children will contribute at least one material to a play fruit for the farm stand.
3. Children will buy or sell at least one item from the farm stand using play coins.

Friday: Children will learn
1. Children will create one citrus painting with the assistance of a volunteer by stamping at least twice.
2. Children will engage in pretend play by communicating to peers using at least two sentences.
3. Children will identify the value of four different types of coins.

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Time  | Activity
8:20-8:30 | Question of the day
8:30-8:40 | Morning meeting about goals/objectives
8:40-9:00 | Independent Study
9:00-10:00 | Large group
10:00-10:05 | Clean up/ Find snack
10:05-10:25 | Recess
10:25-10:40 | Physical Education
10:40-10:45 | Instructions/ Find small group
10:45-11:45 | Small group
11:45-11:50 | Clean up/ Find Lunch
11:50-12:40 | Lunch
12:40-12:45 | Yoga
12:40-1:40 | Whole class work
1:40-2:00 | Emotion Journaling
2:00 | Dismissal

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Morning Meeting:

We think having a morning meeting everyday is essential in the classroom. It allows the teacher to check in on the children and see how they are feeling going into the day. Talking about feelings can make the children feel important and build trust with the teacher. This also allows the teacher to address any situations and the agenda for the day.

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Emotion journaling:

We believe writing can be very impactful for children. It is a way to release their thoughts and write what they are feeling. The teacher can help children label how they are feeling and help problem solve if needed. We want to impact the social emotional domain in the classroom and this is a great introduction to do so. Journaling can also be used to see the progress being made over the school year with writing, emotions, and language skills.

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Yoga

Yoga in the classroom promotes movement and manage stress through breathing techniques, awareness, mediation, and healthy movement. Yoga can improve mindfulness and give children a technique to use when they feel needed.

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Monday- Who are we?
Tuesday- What do we eat?
Wednesday- What can we do?
Thursday- What can we explore?
Friday- What do we know?

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The children will demonstrate what they have learned by having a writing journal and having portfolios with main subjects. Documentation will be gathered throughout the year to conduct the growth of the children, their work, and writing.

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Having daily self-reflections and having questions based on how the day went for the adults and children. Did the lesson plan work out for the children? If not, why didn’t it and how could it have been improved or done differently? With this daily self-reflection we are able to apply the information to the next lesson or if the day worked out well, what could be used again for the next lesson? This will happen the last 20 minutes of class or after class.

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Monday:
1.  Why do farmers farm?
2. What kinds of tools do farmers use?
3. What kind of animals/plants are farmed?

Tuesday:
1. What types of food do you like?
2. How do you prepare your favorite food?
3. What tools do you use to prepare/cook food?

Wednesday:
1. Why do you think we have farmers markets?
2. What could we see at the farmers market?
3.  What can be sold at a farmers market?

Thursday:
1. What kinds of crafts have you made before?
2. What kinds of materials can you use to craft?
3. Why do people craft?

Friday:
1. What do we need to think about before we buy something?
2. What do we need to think about before we sell something?
3. Why would we buy or sell something?

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For a majority of the activities inspiration was done through Pinterest and we also came up with our own versions of them for our small and large group activities. For the math activities, the Early Math Collaborative website was used for inspiration. To make sure these activities were developmentally appropriate we used the DRDP tool.

https://www.pinterest.com/hubcityfm/farmers-market-activities-for-kids/

https://earlymath.erikson.edu

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With an addition of the daily self-reflection having colleagues come into the classroom and using the CLASS tool to assess the way the lesson is being taught. The assessment will be done during a large group lesson plan and will happen three times a year. The assessment will be done in the beginning, middle and end of the school year. Based on those assessments we are then able to reflect on another teacher’s point of view of what worked and did not work with the lesson being taught.

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What Is the CLASS® tool?

CLASS stands for the Classroom Assessment Scoring System®, an observation tool that measures what matters most in early learning: the quality of educator-child interactions. But CLASS is more than a tool. It's a system for continuous quality improvement that helps programs in three ways:

Focus on meaningful interactions.

Measure those interactions consistently.

Improve teaching practices to support every child's growth.

By centering on interactions at the heart of continuous improvement, educators can help ensure every child has an opportunity to grow socially, emotionally, and academically. Programs and school districts worldwide use the proven power of the CLASS tool to improve interactions and child outcomes.

Leaders are asking the important questions:

How can educators interact with children to best support learning and development?

How can they use time and materials to get the most out of every moment?

How can they ensure that children are engaged and stimulated?

Researchers designed the CLASS tool to answer these questions, and over time, programs worldwide started using this evidence-based system. Today, the CLASS tool is the most widely used measure for assessing the quality of educator-child interactions.

In 2022, Teachstone® announced CLASS 2nd Edition. Informed by over a decade of user feedback, CLASS 2nd Edition builds on this proven foundation to strengthen the effectiveness of interactions from birth through 3rd grade. With comprehensive tools, guidance, and role-specific learning experiences, the CLASS 2nd Edition suite helps early childcare programs measure interactions, drive CLASS implementation, and provide growth-focused professional development.

Why Does CLASS® Matter?

Interactions are the strongest predictors of children's academic, social, and emotional outcomes.

The CLASS framework provides a common language to measure and improve interactions.

At scale, the CLASS suite supports system-wide quality improvement and workforce development.

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CLASS stands for the Classroom Assessment Scoring System®, an observation tool that measures what matters most in early learning: the quality of educator-child interactions. But CLASS is more than a tool. It's a system for continuous quality improvement that helps programs in three ways: Focus on meaningful interactions. Measure those interactions consistently.

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At the beginning of the year and periodically throughout the year, a letter will be sent to families that includes contact information of the teacher(s) and a list of upcoming school extracurricular activities.

Worksheets that have been completed and graded will be sent home at the end of each week.

The teacher(s) will make a list of students personal successes. Bi-weekly, the teacher(s) will call two parents and communicate their child's success to them.

Families will be invited into the classroom to observe or to aid in the process and presentation of the Farmers Market large group activity.

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In preparation for the Farmers Market curriculum week we will change the environment of the classroom. Instead of having our reading corner we will change that to where our Farmers Market stand will be located for the time of the lesson plans. This can allow children easy access to the stand and a wide range of space for play.

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https://www.pinterest.com/hubcityfm/farmers-market-activities-for-kids/

https://earlymath.erikson.edu

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Erikson Institute Early Math Collaborative

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Book

Our new book explores the connections between research and early childhood teachers. "Growing Mathematical Minds is a remarkable, lucid, and inviting introduction to early math education."

Read more

Big Ideas

Our set of Big Ideas map the key concepts children ages 3 to 6 need to explore for each foundational math topic. Sift through the resources we have organized by topic.

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The Erikson Institute Early Math Collaborative is transforming the understanding, teaching and learning of early mathematics from the ground up.

Online Learning

Professional development modules

Our self-guided modules provide materials, strategies, and expert guidance for working with adult learners to explore foundational mathematics. Whether you are working with childcare providers, in-service teachers, or pre-service teachers, modules give you what you need to support professional learning in your local context.

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"Math skills are increasingly important for getting good jobs these days-so believing you can't learn math is especially self-destructive. We also believe that math is the area where America's 'fallacy of inborn ability' is the most entrenched. If we can convince you that anyone can learn math, it should be a short step to convincing you that you can learn just about anything, if you work hard enough."

At the 2015 NCTM Research Conference, Mary Hynes-Berry and Rebeca Itzkowich described the importance of relating math to real-life problems, and Jeanine Brownell, Bilge Cerezci, and Erin Reid explained the Collaborative's HIS-EM teacher assessment tool.

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Best of all, it's free. Sign-up today.

Early math is big.

Learn why we are so passionate about giving every child a strong foundation in math.

Funding for this initiative is generously provided by:

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Early Math Collaborative Erikson Institute

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The Early Math Collaborative works to improve math instruction for young children in three ways: professional development, research, dissemination.