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During outside play the teacher asked the students to remove the top off of their water bottles and fill the bottles up with mulch. As the children were putting the wood chips in the teacher asked them why the mulch does or doesn't fit. Sean [yellow shirt] understands the relationship just fine, however, Jose struggled telling the teacher the relationship between the size of the mulch and the size of the water bottle.

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Jose, Sean, and Abdul are collectively playing with the bead roller coaster toy while sitting on the carpet. After a while Jose struggles with sharing the toy with the group. Jose takes off with the toy and Abdul chases Jose around the room crying for the toy. Jose pushes Abdul down and the teacher intervenes and tells Jose apologize to "his friend" for his actions.

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Lesson: During story time, I would invite the class to come and sit on the carpet with one toy a piece, of their choosing. Then I would have them listen to me read: "Llama Llama Time to Share".

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Tool: Game

After story time while playing with their toys, I would initiate a game where the children would switch toys with a close friend upon hearing "Llama, Llama Time to Share!" The children would then switch toys with a close peer until the phrase is shouted again.
According to the developmental checklist, children of this age should be able to "Begin[s] to follow simple rules"

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Tool(s): Timer & Assessment

Sometimes children like to continue an activity for more time than expected. If this occurs, I would add a timer [5 minutes] and adjust the rule by having them switch upon hearing the timer go off. I would then take that free time to observe and assess which students are able to share during this activity, and which are not. My main focus would be on Jose and Abdul considering the incident that occurred earlier. The children who still struggle with sharing during this activity will receive further intervention with follow up activities during small group.

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SED5.1c - Engages in conflicts with peers regarding possession of items.

SED5.2c - Occasionally resolves peer conflicts with adult support

SED5.2b - Plays alongside other children for short periods, Observes and imitates other children.

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When lining up on the wall to go outside Emily was given a spray bottle to explore water. When the class went outside, Emily struggled with pulling the trigger on the bottle and asked for help. Upon trying to get her to expand her vocabulary by asking what she needed help with, she could not express in detail what she needed.

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The teacher asked the children to balance on one foot, but Emily could not. Emily is struggling with balancing.

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Lesson: I would sit with Emily during small group and show her different still life photos that displays objects commonly seen in  the classroom and ask her to describe what she sees and what the object is used for. According to the developmental checklist, Emily should be able to match an object in hand or room to a picture in a book.

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Tool:Objects, I Spy, One - to - One Correspondence

I would set different objects seen in the photos on the table in front of her and ask her to match the object to the photo in a I SPY manner. I would describe what I see, she would point to object in picture, and then pick up the object on the table.

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Tool:Telephone/Dramatic Play

I would set up a "telephone booth" and talk to Emily on the phone about the different things and actions going on in the classroom

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CLL2.2a - Demonstrates understanding of words through actions and/or conversation

CLL4.2c - Describes experiences

SED2.2a - Uses verbal expressions and gestures to communicate needs, opinions, ideas, and preferences

SED4.2d - Occasionally seeks out adult for help

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Lesson: Allow children to explore different types of terrain during outside time by climbing on the different equipment and surfaces on the playground. To allow them to see how different surfaces feel underneath their feet.

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Tool: Jump Rope or Wooden Board
Students would form a line and take turns going across the "balance beam"

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Tool:Chalk

Students will participate in several rounds of a modified version of hopscotch. Like the "balance beam" activity children would form a line and take turns going through the hopscotch line. Here they will balance themselves by alternating between 1 and both feet while jumping through the line.

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PDM5.2b - Develops coordination and balance

PDM5.2a - Develops gross motor control for a range of physical activities

PDM3.2a - Acts and moves with intention and purpose

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Lesson: Have children watch an educational video that differentiates between big and small.

Video: https://www.youtube.com/watch?v=OtigY6XCE7U

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Tool: Playdough

Have children make different size balls with playdough, then put them in order by size. First, from smallest to largest, then from largest to smallest.

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Tool: Random Objects in room

Gather random items in the classroom and spread them out on the carpet. Next, have the children sort the objects into groups by size.

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CD-MA3.2b - Makes simple comparisons between two objects

CD-MA4.2b - Matches objects with similar attributes or characteristics

CD-CP2.2a - Makes connections between objects and ideas