We read the book Chicka Chicka Boom Boom once and then we sang along with its song accompaniment Chicka Chicka Boom Boom twice. Alexandra did a fun craft activity that involved coloring parts of the coconut tree and assembling them on construction paper. Alexandra chose her own colors instead of the pre-planned tan, brown, and green. I had to help Alexandra with the cutting of the paper. She glued the pieces of the coconut tree together. Inspired by the story, she wrote her name going up the coconut tree. She printed each letter of her name in an empty box and glued the letters going up the coconut tree. Then she filled out a card with her name and the number of letters in her name. She chose Lexi for this part. To give Alexandra more practice with her fine motor skills, I had her paint a template of a coconut tree with empty dots. Using three different paint colors of her choice: yellow, brown, and green and Q-Tips as her brushes, Alexandra was to paint each empty dot using a Q-Tip with the coordinating color on the coconut tree. She said she could not paint with the Q-Tip, so we tried the dot markers instead.

Book Reference:
Martin, Jr. B & Archambault, J. (1989). Chicka chicka boom boom. Little Simon.

Music:
Chicka Chicka Boom Boom Song.


Then we read the book Turtle Splash: Countdown at the Pond. This book gave her good practice with her numbers 1–10 and subtraction. I gave Alexandra one coconut shell half that she painted light green and then added dark green felt shapes to look like a turtle shell. Using felt and googly eyes, she made a head for the turtle. Then we made a pond for the turtle inspired by the book. We used construction paper and ripped the paper to make green plant stalks and light blue water ripples. Alexandra glued them down on blue construction paper. Alexandra liked making bubbles with the hole puncher. I had to help her use it to punch through the white paper. Alexandra glued the bubbles on the paper. It was a good use of her fine motor skills. Then trying the Q-Tip painting method again, she painted plants in the water for the turtle. Lastly, using Crayola air-dry non-toxic clay, she made a sea turtle using a sea turtle cookie cutter. We are letting it dry overnight and will paint it tomorrow as we continue on to our dinosaur theme.

Book Reference:
Falwell, C. (2001). Turtle splash: Countdown at the pond. Greenwillow Books.

VA:Cr1.2.PKa
Engage in self-directed, creative making.

VA:Cr2.1.PKa
Use a variety of artmaking tools

VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.

VA:Cr3.1.PKa
Share and talk about personal artwork.

Florida’s B.E.S.T. Standard: English Language Arts
ELA.K. R.1.4
Identify rhyme in a poem.

ELA.K. R.3.2
Retell a text orally to enhance comprehension.

ELA.K.F.1.1: Demonstrate knowledge of the basic concepts of print.
a. Locate a printed word on a page.
b. Distinguish letters from words within sentences.
c. Match print to speech to demonstrate that language is represented by print.
d. Identify parts of a book (front cover, back cover, title page).
e. Move top to bottom and left to right on the printed page; returning to the beginning of the next line.
f. Identify all upper- and lowercase letters of the alphabet.
g. Recognize that print conveys specific meaning and pictures may support meaning.


MU:Cr2.1.PK
With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments).
MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).