Choo! Choo! - Welcome | ADLC LOR€¦ · Choo! Choo! † Day 6 Early Learning 161 Module 4...

Choo! Choo! • Day 6

159 Module 4Early Learning

Day 6Choo! Choo!

A train is a line of cars pulled by an engine along a railroad track. Trains are used to transport both goods and people. The fi rst trains were invented about 150 years ago and were pulled by steam engines. Most modern trains run on diesel or electricity.

Trains may be the best form of transportation in the future. A train can carry a heavier load than a truck or bus and uses less fuel. These features help to keep the environment clean. So, all aboard! Take your seats, please have your tickets ready, and toot, toot, off we go on our train adventure!

160 Early Learning

Day 6 • Choo! Choo!

Module 4

Calendar Time • novelty pointer • numeral cards • calendar resources as

required

Math Time • interlocking cubes or other

similar resources

Music and Movement • Music and Movement in the

Classroom resource

Sharing Time • large blank paper to make a

list

Letter and Word Time • clipboard with blank paper

and pencil attached

Project Time Project Choice 1 • clipboard with blank paper

and pencil attached to record observations

Project Choice 2 • shoe boxes, oatmeal boxes,

and other types of boxes • cylinder type tubes such as

paper towel and toilet paper tubes

• nylon twine or thin string • other general resources as

required

Learning Centre Time • various centre resources as

required

Story Sharing Time • variety of theme-related and

favourite books

What You Need Today



ActivitiesCalendar Time

S M T W T F S1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

Calendar Time

Time recommended: fl exible

Follow the daily calendar activities as outlined on Day 1 Today’s Calendar Activities.

You will be learning to identify

• the days of the week, date, month, and season • yesterday, today, and tomorrow • today’s weather and special events

Next, using the Numeral Cards originally found in the Appendix of Module 1, have your student complete a Numeral Matching Game.

Instructions for Numeral Matching Game:

1. Shuffl e the Numeral Cards.

2. Turn the Numeral Cards face down in a pile.

3. Take turns turning the top card over, identifying the number, and then pointing to the matching number on the student’s calendar. If the number has not yet been printed on the calendar, the player who draws this card, identifi es the numeral and prints it on the calendar.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

September 20XX

13 4 5 6 7 8 910 11 12 13 14 15

2

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4. Continue to play this Matching Numeral Game until all the Numeral Cards have been turned over, identifi ed, printed on the calendar, or matched to the corresponding calendar number. If your student’s current calendar month does not have 31 days, place the Numeral Cards that do not match a corresponding calendar date face up in front of the calendar.

After all the Numeral Cards have been turned over, encourage your learner to continue the pattern, for example, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40….

...32, 33, 34, 35, 36, 37, 38, 39 40...

...41, 42, 43, 44, 45, 46, 47, 48, 49...



Math Time

Time recommended: 30 minutes

Provide your young mathematician with a container of interlocking cubes. Together, explore the use of the cubes for approximately fi ve minutes.

Let’s learn to

• identify and create patterns • break cubes into groups of two to fi ve members

Take turns snapping your cubes together to make long matching trains.

After creating, talking about, and matching several pattern trains, use the last pattern train to continue the following Home Instructor’s Script.

Let’s break our long train into groups of twos, threes, fours, or fi ves.

What number grouping would you like to break the train into fi rst …groups of two, three, four, or fi ve?

ActivitiesMath Time

6 542

1

3

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Module 4

Did the train break evenly into your chosen groups?

Are there any cubes left over?

How many little trains did you make?

Now, let’s put our train back together.

What group would you like to break your train into this time?

Did the train break evenly into your chosen groups?

Are there any cubes left over?

Continue with a similar procedure and dialogue until several different long pattern trains have been broken into groups of two to fi ve cubes.



Music and Movement


Begin by singing the following song and adding actions to match the words. For example, when singing the fi rst verse, you and your learner could pretend to be trains chugging along a track.

You will

• perform simple singing and action songs • move sideways, leading with either the right or the

left foot

Ways to Travel(sung to tune of “Sailing, Sailing, Over the Bounding Main”)

Chugging, chugging,

Chugging along the track,

Riding on a railroad train,

Can get you there and back!

ActivitiesMusic and

Movement Time

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Driving, driving,

Driving on the road,

Whether the road is rough or smooth,

A car will take you where you want to go!

Driving, driving

Driving in my truck,

Whether my load is big or small,

My truck will do the job!

Riding, riding,

Riding on a bus!

Instead of driving in your car,

You can ride the bus!

Have fun creating new verses using other kinds of vehicles.

Print this page.



Turn to Lesson 10 “Across the Bridge”, in the Music and Movement in the Classroom resource. Encourage family and friends to join in the fun.

Play the recording titled “Across the Bridge”. Set up a bridge using chairs as outlined in the resource book.

For a cool-down activity, discuss the following questions.

Why do people build bridges?

What types of vehicles use a bridge to cross over a river or road?

What different types of vehicles travel under bridges?

Have you ever walked across a bridge?

What did it feel like? (or how do you think it would feel?)

Have you ever walked under a bridge?

What did it feel like? (or how do you think it would feel?)

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Module 4

Sharing Time


Songs about trains are perennial favourites and the following spiritual is one of the best. Everyone is equally important on this train, and each person must do his or her part to keep the train running well on the track. As with all trains, it needs an engineer to steer it, and you and your learner will take turns being the engineer.

Train Is A-Comin’

Train is a’ comin’,Oh yes.

Train is a’ comin’,Oh yes.

Train is a’ comin’Train is a’ comin’Train is a’ comin’

Oh yes.

Better get your ticket, Oh yes.

Better get your ticket, Oh yes.

Better get your ticket, Better get your ticket, Better get your ticket,

Oh yes.

ActivitiesSharing Time

Print this page.



Encourage family and friends to join in the fun by holding on to one another’s waist or hands while the engineer leads the train around the room or yard.

Encourage using arms as wheels. Bend the arms at the elbow and keep them stiff, making small circles with them close to your body.

When the train has gone successfully around the play area, try moving it in various tempos. First, make it easy: a local train goes very, very slowly and stops at all the stations on the way. Then, create an express train, one that stops at only the large stations and goes very, very fast. The activity will end with lots of laughter and noise and perhaps the train will split into many parts as it falls off the track, but that is part of the fun.

You might also want to try creating other kinds of trains such as a stalled train that needs lots of effort from the participants to get going again, or maybe you can end the game with a runaway train that goes up the mountain and into the sky.

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Module 4

Before singing the song, lift your hand, pull the bell and do a train whistle, ”Ooo, ooo,…!” Pull the bell again and this action will symbolize the start of the song.

Talk about and list various words associated with trains similar to those shown below.

All aboard for a lunch break!

Ooo Ooo

grain cartanker carsleeping cartrack

whistlefreightpassengermonorail

stationenginecabooseswitch

flat carsubwaylocomotiveconductor

engineerdining carbox carberth

upperlowercoachtrain

signaltank carcattle carbrakeman



Letter and Word Time


Review with your learner the following sounds of the letter “i”. The fi rst sound is found in words like it, inch, Iggy, and igloo. The second sound is found in words such as ice cream.

It’s time to

• identify people and objects whose names begin with the sound of the letter “I”

• sort and record words into the two different sounds of the letter “I”

Together with your learner, look for environmental print that contains either the sound of the letter “i” as in the word “it” or the sound of the letter “i” as in the word ice cream.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can

Key Words and Actions Guide

Letter

Short Vowels

Key Word Description of Action Graphic of Action

You’re it!i Touch your head as though you’ve been tagged and say, “You’re i-i-it!”

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ActivitiesTeaching Tip

Environmental print is print found on items in our environment. A good place to look inside the house for environmental print is on packages found in the pantry and bathroom. Outside print is usually found on signs. Children can often read environmental print early on because they have learned to recognize common words they see often such as brand names of toys or STOP.

When something is identifi ed with either of these two sounds of “i”, record the name and an illustration on a clipboard with blank paper and a pencil attached. The illustration can be hand-drawn or a picture may later be found and cut from a catalogue or newspaper and pasted on the list.

Post your list of “i” sounds in the Letter and Word Centre for future review.

ice cream it

Items starting with Ii Sounds



Project Time


Your student may choose to do one or both of the following projects.

Project Choice 1: Field Trip

Let’s explore what we can learn about trains in our community.

Consider visiting a railway station, a person who enjoys studying trains, or a miniature-train enthusiast. You may also fi nd the opportunity to take a train ride. Your young explorer will learn much from observing new places and things, talking to interesting people, and talking about topics of interest. Provide your youngster with a clipboard with blank paper and pencil attached to record observations.

ActivitiesProject Time

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Module 4

While on your way to and from your fi eld trip, encourage singing the train songs that you learned earlier today.

You could also teach your youngster the following song.

I’m a Little Train(sung to the tune “I’m a Little Teapot”)

I’m a little train that’s puffi ng down the track.

Hear my wheels sound, clickety clack.

When I see the people, my whistle blows,

“Toot, toot, toot,” and off I go!

Print this page.



Toothpaste

Project Choice 2: Shoebox Train

It’s time to identify and build different kinds of shoebox train cars.

A usable train with short-term durability can be made from combining two parts of several shoeboxes in various ways, painting them, and tying them together with nylon twine, plastic clothesline, or thin rope.

With the lid left on, it is a box car; the cover alone is a fl at car; the box alone is a gondola car; a cylinder tube glued to a box top makes a tank car; a long lid with a smaller box glued on it and another longer lid on top of the box makes a recognizable caboose; a long lid with an cylinder tube glued on and a small square box glued to the end of the cylinder tube for the cab makes a locomotive.

A

AD

C

B

D

A

B

A

A

C

A

Train Engine

Flat Car

Gondola

Tank Car

Box Car

Caboose

A = lid from adult-size shoe boxB = adult-size shoe boxC = child-size shoe boxD = oatmeal carton

Shoebox Train

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Module 4

Learning Centre Time


Block/Transportation Centre

Simulate a train station by setting up a three-way play screen with tables or build a ticket counter with hollow blocks and boards.

Use the ride-on type of train or allow your young traveller to build a coach by using two rows of chairs with an aisle between. Provide engineer caps, bandana handkerchiefs to wear around the neck, conductor hats, paper punches, coloured paper scraps for tickets, clock, and train schedule sheets.

A simple lantern (no glass) and dial panel (see illustration below) are other dramatic play accessories that may be used.

Swinging a lantern back and forth in front of knees means stop. Raising and lowering the lantern means go ahead. You may also want to teach your child semaphores such as arms up means track is clear, full spead ahead; arm halfway down means caution; arm at right angles to the pole means stop.

ActivitiesLearning Centre Time

Dial PanelWindow Unit



Your learner may also want to take this opportunity to use blocks and other resources to build bridges. The bridges could be as simple as two cardboard boxes with a pillow across the top or could be more complex using several items to help create the bridge.

Math Centre

You could do one or all three of the following activities.

Grouping and Sorting by Association

Use model railroad cars or paste pictures onto cards, one car to a card. Let your young sorter group the railroad cars into freight train or passenger train.

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Alike, Different, and the Same

Use model railroad cars or make picture cards with a car on each card. Put out two cars that are alike and one that is different, such as a tank car and a box car. If two complete sets of different kinds of cards are made, your child could fi rst fi nd the two that are alike.

How Many?

Make a passenger train or freight train using models or picture cards with a varying number of different cars. Ask, “How many box cars?” “How many diesel units?” Omit one type of car and then ask “How many cars?” to get the answer “None.” How many altogether? Keep this activity within the ability level of your learner.

Sand Centre

At this centre, set up a countryside scene with hills, valleys, bridges, etc. Have toy trains or use blocks to build trains.

Letter and Word Centre

Your student may be interested in making an alphabet train. Guide your learner to draw large shapes of various train cars on various colours of construction paper. Encourage your learner to identify the chosen colour of each train car. Use safety scissors to cut out the 26 train car shapes.

Help your child print each capital and small letter on a train car.



You may want to display the alphabet train at the child’s eye level.

Your student might also be interested in making and playing a Matching Railway Word Game like the one shown below.

freightfreightfreightfreightfreightfreightfreight

locomotivelocomotive

stationstation

caboosecaboose

switchswitchengineengine

flat carflat car

conductor

conductor

sleeping car

sleeping car

dining car

dining car

box carbox car

signalsignal

gondolagondola

whistlewhistle

freightfreightfreightfreightfreightpassengerfreightfreightfreightfreightfreight

passenger

freightfreightfreightfreightfreightsubway

freightfreightfreightfreightfreightsubway

freightfreightfreightfreightfreightporterfreightfreightfreightfreightfreightporter

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Science Centre

Select an object with wheels that your learner has used or played with such as a wagon, bicycle, toy train, or car. Encourage your learner to tell you about the object and the wheels. Responses are likely to include its name, colour, size, shape, component parts, and use.

Turn the object upside-down so you can take turns spinning the wheels. Prompt your youngster’s observations by asking these questions:

What are the wheels doing?

What sound do they make?

How are the wheels different as they spin faster and faster?



ActivitiesTeaching Tip

A wheel is a circle of strong material fi xed around a centre axle. The wheel was invented about 5000 years ago. People found that it was much easier to carry goods around in a cart with a wheel than it was to drag them along the ground.

The wheel is a simple but important invention that is used in almost all modern forms of transportation.

Have your youngster identify other wheels that he or she can see. This discussion will provide an opportunity to elicit comparisons based on colour, size, appearance, and use. List objects with wheels that your youngster has identifi ed.

wagonsstrollertoy carspull toys

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Story Sharing Time


Find a comfortable place with your student and enjoy reading several books about trains or other vehicles.

Some possible books about trains are as follows:

Freight Train by Donald CrewsRound and Round and Round by Tana HobanThe Little Engine That Could by Watty PiperThe Train by David McPhailThe Wheel by Harlan WadeThomas the Tank Engine Series by W. AwdryTrains by Philip Steele

Encourage your learner to choose other favourite books to read as well.

ActivitiesStory Sharing Time

Choo! Choo! - Welcome | ADLC LOR€¦ · Choo! Choo! † Day 6 Early Learning 161 Module 4...

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