- photos and video of children’s explorations
- move
- obstacle
- ramp
MA Standards:
English Language Arts/Speaking and Listening/SL.PK.MA.1: Participate in collaborative conversations with diverse partners during daily routines and play.
English Language Arts/Language/L.PK.MA.1: Demonstrate use of oral language in informal everyday activities.
Head Start Outcomes:
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Language Development/Expressive Language: Uses language to express ideas and needs.
Social Emotional Development/Self-Concept and Self-Efficacy: Identifies personal characteristics, preferences, thoughts, and feelings.
PreK Learning Guidelines:
English Language Arts/Language 2: Participate actively in discussions, listen to the ideas of others, and ask and answer relevant questions.
English Language Arts/Language 3: Communicate personal experiences or interests.
Talk Together: Talk About Explorations
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Speaking and Listening, Vocabulary
Talk with children about their experiences building obstacle courses this week. Use any photos, videos, drawings, or charts from the week to engage children in discussion.
Guide children to help each other come up with new ways to build their obstacle courses based on their experiences and observations. For example,
- What would you suggest Billy does to his ramp next time to make the obstacle move, Sarah? Do you have any ideas?
Help children review what they’ve observed and to come up with new ideas to use for their explorations today.
English Language Learners: If children have trouble remembering particular content words, allow them to use the ramp materials to point as they describe their experiences. Say aloud the words in a sentence that they are having trouble recalling. Have them repeat the sentence after you.