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Students made a treasure map and pretended to look for treasures in the large playground. The idea was inspired by another student in the class.

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Students were inquiring into the different ways to use cups in play. This team decided to create towers by size. They later added beanbags to knock the cups down; 3 for the small tower, 2 for the middle-sized tower and only 1 for the largest tower. They reasoned that they should have more turns for the smallest one because it was more difficult to hit. Other groups that explored the cups made different rolling and throwing games using different materials, paths to find hidden treasure and one group decided to use the cups as to keep track points for a different game they had created.

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After listening to the story The Three Billy Goats Gruff, students have enjoyed reenacting the story using representative hats of the characters and props.

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Students came into school to find a giant box in the classroom. We kept the box in our room for several days, using it for play in small and large groups. As we played, we kept a running list of things we could imagine the box to be. After a few days, we voted as a class on four of our favorite ideas.
The children helped to paint the outside and have decorated the inside with markers.
Throughout the week, dramatic play in the castle has become more elaborate, as children have brought in items from around the room and begun making crowns and costumes in the art area to wear while playing.

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We left two big boxes on the mat with some open-ended materials. The children used the boxes as drums, banging them with objects and then hands. We turned this into a rhythm echo game where we counted 1,2,3,4, 1,2,3,4 and 1,2, 1,2. and 1,2,3, 1,2,3.

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Camera work (building something to represent an object)

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Camera work (building something to represent an object)

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The class knows Ms Jenna takes a lot of photos of them in a week. The children often build cameras and take my picture! (Jenna)

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learning about our facial features led to self portraits with mirrors and crayons. (Jenna)

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After reading, Click, Clack, Moo: Cows That Type, students role played the different characters from the book as well as counted and sorted the animals. Other students wrote letters at the writing center.  JC

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Going on a Bear Hunt sensory/literacy table

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Going on a Bear Hunt sensory/literacy table

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The children adore this story. We set up a sensory table with different materials that represent the events that happen in the story. The children used the people to go through the different experiences from the book at the table, matched the sequencing strips to the sensory materials and reenacted the story using language and actions from the book. (Jenna

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After reading a book about pizza, students used the circular puzzle pieces to make pizzas. One student then had the idea to take the pizza to the  oven in the dramatic play area.

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Students explore weight using a balance scale and rocks.

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Students match different natural materials to pictures and corresponding quantities

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Leaving measuring tapes on the building carpet lead to student exploration of length of structures.

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Students use shells to copy patterns on a picture card.

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Students often use blocks/MagnaTiles/etc. to build zoos for our animals toys. It always leads to conversations about the animals, what they know about them, where they've seen them, etc. Sometimes, students will get animal books out to add to these conversations. Other times, they will group the animals by kind, color, size, etc. (Aurora)

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Students pretend to be bakers and make cookies out of play-doh.  Supports math skills (they were counting the number of cookies), spatial awareness, fine motor skills, cognitive skills, and more!  Student often act out familiar roles using a variety of materials around the classroom! (Aurora)

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After reading a book about a fort/cave, the students asked to make one themselves. The book has instructions in the back, and we began by looking at them to build the cave. When the pillows proved to not be sturdy enough, a student suggested using clips to keep it together. For the 1st day with the fort, the students frequently needed teacher support to build the cave. After the first day, many were able to independently build the cave and assist classmates in building it as well. We eventually moved on to a large tent in the classroom as a tent for a week to extend the dramatic play. Students helped co-construct agreements for the cave, including number of occupants and what type of materials were allowed inside. (Julie)

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Students were interested in how people travel around the world, which prompting several days' worth of dramatic play scenarios about airports (security checks, buying food, rushing to catch flights!) and flying on airplanes (watching movies, piloting the plane). Students decided they needed passports, so we looked up what color passports are around the world and made some. Students drew pictures of themselves inside, wrote their names, and used stamps as visas. (Alexis)

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This picture shows a number of different colored clips to represent options for what color the class should make our play-dough this week. Students then used dominoes to vote for their favorite choice. We often use different toys in our classroom as voting pieces. It was "silly" in the beginning of the year now it doesn't really matter what we use, toys, crayons, tally marks etc. - AB

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"Monsters" was a piece of emergent curriculum in our classroom this year and students were very interested in all things monster. We read books, made drawings, maps, told stories, and created monsters using a number of different materials in the classroom. We dedicated a special wall to monsters and all students had the ability to add a piece of work to the wall when they wanted and could explain during our class meeting.-AB

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Clipboards, paper, and pencils in Dramatic Play area of the classroom. Support fine motor skills, writing for a purpose, and literacy skills. Along with menus in the kitchen area, children order food from each other and write orders down by drawing pictures of the foods and making marks. (Megan)

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Through this activity children gain an understanding of counting, quantity, and basic number concepts. (Megan)