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AT A GLANCEInvestigation 2How do we take care of our clothes?Vocabulary—English: powder, liquid, solid, laundromat, clothesline, straight, curve, slant, mendDay 1Interest AreasSand and Water: powder,liquid, and bar soaps; eggbeaters; whisksSpanish: polvo, líquido, en barra, lavandería, cuerda para secar ropa, recta, curva, inclinada, arreglarDay 2Sand and Water: soap,mixers, and beaters from theprevious day’s experienceDramatic Play: laundrybasketsDay 3Library: letter stampsArt: pieces of paper with avariety of lines drawn on them,e.g., straight, zigzag, curved;one or two lines per sheetDay 4Library: clothesline story andprops or the pocket storytellingpropsTechnology: eBook versionof Wash and DryTechnology: eBook versionof Wash and DryQuestion of the DayLarge GroupWhich soap will make thebest bubbles: liquid, powder,or bar?Which soap will clean best:liquid, powder, or bar?Music: Beating Drum PatternsDiscussion and SharedWriting: Cleaning ClothesMaterials: drums or objectsto be used as drums; stained ordirty piece of clothing; MightyMinutes 26, “Echo Clapping”;Wash and Dry; washboard;Intentional Teaching CardSE01, “Site Visits”Read-AloudSmall GroupDo you have pockets on yourclothes today?Movement: Move Like aSong: “This Is the Way WeBook: A Pocket for CorduroyDiscussion and SharedWriting: Remembering a TripDiscussion and SharedWriting: Finding and MakingWasher or Dryerto the Laundromat or readWash and DryMaterials: Wash and Dry; aclothesline and clothespins forhanging clothes to dry.The MittenBook Discussion Card 02(second read-aloud)Llama Llama Red PajamaOption 1: Letter StampsIntentional Teaching CardLL07, “Letters, Letters,Letters”; alphabet stamps; inkpads; construction paper ormagnetic letters and boardOption 2: Shaving CreamLettersIntentional Teaching CardLL13, “Shaving CreamLetters”; shaving creamMighty Minutes Can you find something witha straight line and somethingwith a curved line in ourclassroom?Mighty Minutes 53, “ThreeRowdy Children”Wash Our Clothes”LinesMaterials: Mighty Minutes 06,“This Is the Way”; clotheslineOutdoor ExperiencesWalking the Line Make long lines outside with masking tape orsidewalk chalk. Demonstrate how children can walk on them, e.g.,when they walk on the straight line, tell them tokeep their bodies straight; on curved lines, theyshould walk with a curved back, etc.Going on a Line Hunt Invite children to look for various lines outside. Usea digital camera to take photos or let the childrentake pictures of the lines they find.Discussion and Shared Writing:MendingMaterials: Mighty Minutes 04,“Riddle Dee Dee”; A Pocketfor Corduroy; torn clothing;mending items, e.g., patches,zipper, Velcro , button withneedle and threadThe MittenBook Discussion Card 02(third read-aloud)Wash and DryOption 1: Button LettersOption 1: Observing ChangesIntentional Teaching CardLL03, “Alphabet Cards”;buttons; alphabet cardsIntentional Teaching CardM07, “Ice Cubes”; ice cubes;paper towels; cups; measuringtoolsOption 1: Dramatic StoryRetellingOption 2: Feeling LettersMake Time for Create a book of lines by using the photos thechildren took or download them onto a classroomcomputer or tablet for children to look at.Family Partnerships Ask family members to accompany the class on thesite visit. Invite a family member who sews to visit theclass during Investigation 3, “How do peoplemake clothes?” Invite families to access the eBook, Wash and Dry.Wow! Experiences Day 1: Visit to a laundromatIntentional Teaching Card LL06,“Dramatic Story Retelling”; TheMitten; story propsIntentional Teaching CardLL15, “Texture Letters”;letters cut out of a varietyof fabricsOption 2: Baggie Ice CreamOption 2: Pocket StorytellingIntentional Teaching CardM08, “Baggie Ice Cream”(See card for equipment,ingredients, and recipe.)Intentional Teaching CardLL09, “Pocket Storytelling: TheMitten”; mitten-shaped pocket;toy or picture propsMighty Minutes 22, “Hotor Cold Shapes”; variety ofthree-dimensional shapesMighty Minutes 19, “I SpyWith My Little Eye”Mighty Minutes 13,“Simon Says”When you call to schedule the site visit, talkwith the manager to arrange for the childrento interview a staff member if possible. 2016 Teaching Strategies, LLC. Teaching Strategies and The Creative Curriculum names and logos and Mighty Minutes name are registered trademarks of Teaching Strategies, LLC, Bethesda, MD.The Clothes Study Investigating the Topic

AT A GLANCEInvestigation 3How do people make clothes?Vocabulary—English: sketch, design, fashion designer, seamstress, tailors, stitch, hem, sewing machine, manufactured, huipil, tapestryDay 1Interest AreasArt: materials for designingshirts: pencils, paper,stamps, stencils, rulers,markersDay 2What is written on yourclothes: words, numbers, ornothing?Day 3Day 4Day 5Make Time for Toys and Games: fabricscraps cut into pieces tomatch or patternToys and Games: geoboards;Art: large paper for body tracingArt Area: fabric scraps; glueOutdoor ExperiencesLibrary: materials for thank-youArt: large paper for bodytracingscan be draped or tied to createclothesnotesToys and Games: matchingFollow the Leader on a LineDramatic Play: fabric pieces thatTechnology: eBook versionArt: large paper for body tracingDo you think we can wemake clothes?What colors mix together tomake green?of The QuinceañeraQuestion of the DaySpanish: boceto, diseño, diseñador(a) de modas, costurera, sastres, puntada, ruedo, máquina de coser, manufacturado, huipil, tapizgeobandsWhich fabric pattern do you likebest? (Display different fabricpatterns.)fabric scrapsWhat kind of clothes will youdesign today? Make long lines with masking tape orsidewalk chalk outside. Lead a game of follow the leader,having children move in different waysalong different lines, e.g., skip on thecurved line, hop on the straight line,and gallop on the zigzag line. Invite children to take turns leading.Physical FunLarge GroupDiscussion and Shared Writing:Discussion and Shared Writing: Intentional Teaching Card P09,“Up and Away.”Can Make Clothes?Discussion and SharedWriting: Visitor Who SewsThinking About LinesUsing Fabric Pieces to MakeClothesFamily PartnershipsMaterials: The QuinceañeraMaterials: scarves; shape cards;“Writing in the Air”Game: Sort by Shirt DesignBook: The QuinceañeraDiscussion and SharedWriting: Designing ClothesDiscussion and SharedWriting: Do You Think We(show sketch in TheQuinceañera)Materials: digital camera;The QuinceañeraRead-AloudSmall GroupThe Girl Who Wore Too MuchBook Discussion Card 03(first read-aloud)Something From NothingOption 1: Patterns onClothingIntentional Teaching CardM14, “Patterns”; clothingcollection; crayons,markers, or pencils; paperOption 2: Button PatternsIntentional Teaching CardM14, “Patterns”; buttons;crayons, markers, orpencils; paperMighty Minutes Mighty Minutes 16,“Nothing, Nothing,Something”Movement: Making ShapesWith Scarvesmusic; digital cameraMovement: Body LinesBook: Something From NothingMaterials: Mighty Minutes 09,Materials: Something FromNothing; A Pocket for Corduroy;fabric scrapsThe Girl Who Wore Too MuchBook Discussion Card 03(second read-aloud)Abuela’s WeaveOption 1: Sewing PaperOption 1: Mixing PaintsOption 1: Writing PoetryOption 1: Writing PoetryIntentional Teaching CardP01, “Let’s Sew”; holepunch; yarn; toothpicks;heavyweight paperIntentional Teaching Card P30,“Mixing Paints”; red, blue,yellow, black, and white paints;tray; paintbrushes; paper; TheGirl Who Wore Too Much; TheQuinceañeraIntentional Teaching CardLL27, “Writing Poems”; audiorecorderIntentional Teaching Card LL27,“Writing Poems”; audio recorderOption 2: A Collection ofPoemsIntentional Teaching Card LL27,“Writing Poems”; audio recorder;digital cameraOption 2: Let’s SewIntentional Teaching CardP01, “Let’s Sew”; burlap orother loosely woven fabric orplastic mesh; blunt needles;yarn or thick threadMighty Minutes 12,“Ticky Ricky”Option 2: Dyeing Paper TowelsIntentional Teaching CardP31, “Tie-Dyed Towels”;paper towels; food coloring;eye droppers; ice cube tray;clothespins; clothesline; TheGirl Who Wore Too MuchMighty Minutes 24,“Dinky Doo”Intentional Teaching CardLL27, “Writing Poems”; audiorecorder; digital cameraMighty Minutes 28,“Counting Calisthenics”The Girl Who Wore Too MuchBook Discussion Card 03(third read-aloud)Option 2: A Collection of PoemsMighty Minutes 42, “Come PlayWith Me” Invite a family member who knitsor crochets to visit the class duringInvestigation 4, “How is cloth made?” Invite families to access the eBook,The Quinceañera.Wow! Experiences Day 3: A visit from someone who sews 2016 Teaching Strategies, LLC. Teaching Strategies and The Creative Curriculum names and logos and Mighty Minutes name are registered trademarks of Teaching Strategies, LLC, Bethesda, MD.The Clothes Study Investigating the Topic

AT A GLANCEInvestigation 4How is cloth made?Vocabulary—English: loom, weave, knit, crochet, cloth, appreciate, decentDay 1Interest AreasQuestion of the DayLarge GroupDiscovery: fabric;magnifying glasses;Intentional Teaching CardLL45, “ObservationalDrawing”; clipboards; felttip pensWhat does the fabric onyour shirt feel like?children to weave in andout of paper or cardboard;prepared paper for weavingLibrary: Abuela’s WeaveDiscovery: The QuinceañeraDramatic Play: class loom(See the directions for makinga loom that are given on thenext page.)Game: Sorting OurselvesMovement: Body WeavingSong: “Baa, Baa, Black Sheep”Discussion and SharedWriting: How Is ClothDiscussion and SharedWriting: WeavingDiscussion and SharedWriting: How Cloth Is MadeMaterials: broom handlesMaterials: Mighty Minutespieces of woven fabricThe Paper Bag Princessor yardsticks; crocheted orknitted clothing item orblanket; magnifying glasses29, “Baa, Baa, Black Sheep”;The Quinceañera; a piece ofraw wool (if available); classloom; ribbonUncle Nacho’s HatOption 1: Playing With PrintOption 1: GeoboardsOption 1: Play Dough WeavingIntentional Teaching CardLL23, “Playing WithEnvironmental Print”;environmental print, e.g.,cereal boxes; logos; stop signsIntentional TeachingCard M21, “Geoboards”;geoboards; bands; shape cardsIntentional Teaching CardP02, “Play Dough Weaving”;play dough; play dough toolsOption 2: I’m Thinking of aShapeOption 2: Twisted PretzelsOption 2: Shopping TripIntentional Teaching CardM20, “I’m Thinking of aShape”; geometric solids;empty containers shaped likegeometric solidsMighty Minutes 19, “I SpyWith My Little Eye”Mighty Minutes 29, “Baa,Baa, Black Sheep”Make Time for Outdoor ExperiencesGo In and Out the Windows Have the children stand in a circle holdinghands, lifting them up in the air to form“windows.” As you sing, invite one child toweave in and out the windows (your raisedarms).Physical Fun Intentional Teaching Card P10,“Jumping Rope”Button, Button, Who’s Got theButton?Intentional Teaching CardLL31, “I Went Shopping”;environmental print foundin a grocery store, e.g.,empty product containersor labels; grocery bagMighty Minutes Art: strips of paper forDay 3What comes from sheep?Materials: The Quinceañera;Small GroupDay 2What comes next in thepattern? (Display a simplerepeating pattern, such asblue-red-blue-red.)Made?Read-AloudSpanish: telar, entretejer, tejer, croché, tela, apreciar, decenteFamily Partnerships Inform families that the class will beconducting a clothing drive at the end of thestudy. Ask them to start collecting clothing todonate. You may also want to ask a few familymembers to help take the clothes to a donationsite after the clothing drive.Wow! Experiences Day 1: A visit from someone who knitsor crochetsHow to Make a LoomUse a large cardboard rectangle and mark every¼" on both the top and bottom. Make 1" cutson each of the marks you measured, making surethat the bottom marks line up perfectly with thetop marks (see picture above). String the warpor vertical yarns. Tie a large knot on the end ofyour string to hold the string in place. Slide thestring into the first slot and gently pull untilknot is secure. Pull the string tightly down thecorresponding slot on the bottom and insert thestring into this first slot. Tightly pull the stringup the back and insert into the second top slot,and then down to the second bottom slot. Repeatprocedure until all slots are full. Tie off the stringand trim the excess (see picture).Intentional Teaching CardP03, “Twisted Pretzels”(See card for equipment,ingredients, and recipe.)Mighty Minutes 21, “HullyGully, How Many?”The Creative Curriculum for Preschool 2016 Teaching Strategies, LLC. Teaching Strategies and The Creative Curriculum names and logos and Mighty Minutes name are registered trademarks of Teaching Strategies, LLC, Bethesda, MD.The Clothes Study Investigating the Topic

AT A GLANCEInvestigation 5Where do we get our clothes?Vocabulary—English: rhythm, manager, salesperson, cashier, tattered, splotched, splatteredSpanish: ritmo, administrador(a), vendedor(a), cajero(a), harapiento, manchado, salpicadoDay 1Interest AreasToys and Games: geoboards; geobands;shape cardsDay 2Dramatic Play: props for setting up a clothingstoreTechnology: eBook version of Button, Button,Day 3Dramatic Play: more clothing store propsOutdoor ExperiencesArt: materials to make thank-you notesWeaving WallWho’s Got the Button?Question of the DayLarge GroupWhere do you get your clothes? (Displaychoices, e.g., store, older sibling, present.)Music: Rhythm SticksDiscussion and Shared Writing: Where andHow Do People Get Their Clothes?Materials: rhythm sticksHow should we behave on our visit to theclothing store?Song: Mighty Minutes 23, “Hi-Ho, theDerry-Oh”Discussion and Shared Writing: Preparing forSite Visit or VisitorMaterials: clipboards; pencils; IntentionalTeaching Card SE01, “Site Visits”Make Time for What was your favorite part of the visit tothe store?Music: Rhythm Stick PatternsDiscussion and Shared Writing: WhatOther Items Do We Need for Our Store?Materials: rhythm sticks; Mighty Minutes26, “Echo Clapping”; Mama and Papa Havea Store If you have access to a chain-link fence or a pieceof lattice, you can use it to create a weaving wall.Tie long strips of fabric to the fence at a height thechildren can reach and invite them to move thefabric in and out of the open spaces.Family Partnerships Ask families to send in pictures of family membersin work clothes to use during Investigation 6,“What special clothes do people wear for work?” Invite a family member who wears a uniform towork and a family member who uses costumes forwork or enjoyment to visit the classroom duringInvestigation 6, “What special clothes do peoplewear for work?”Wow! Experiences Day 2: A site visit to a clothing storeRead-AloudA Pocket for CorduroyButton, Button, Who’s Got the Button?;a few small manipulatives for each childSomething From NothingArrange to visit a clothing store during atime when the children can interview themanager or an employee.Small GroupMighty Minutes Option 1: Rhyming RiddlesOption 1: Show Me FiveOption 1: Sly SalamandersIntentional Teaching Card LL11, “RhymingRiddles”; propsIntentional Teaching Card M16, “Show MeFive”; buttonsIntentional Teaching Card LL16, “TongueTwisters”Option 2: Clothes PoemOption 2: Nursery Rhyme CountOption 2: Same Sound SortIntentional Teaching Card LL10, “RhymingChart”; clothes poem that rhymesIntentional Teaching Card M13, “NurseryRhyme Count”; cotton balls; green constructionpaperIntentional Teaching Card LL12, “SameSound Sort”; items that do and do not startwith S; box or bag for storageMighty Minutes 07, “Hippity Hoppity, HowMany?”Mighty Minutes 24, “Dinky Doo”Mighty Minutes 18,“I’m Thinking Of ” 2016 Teaching Strategies, LLC. Teaching Strategies and The Creative Curriculum names and logos and Mighty Minutes name are registered trademarks of Teaching Strategies, LLC, Bethesda, MD.The Clothes Study Investigating the Topic

AT A GLANCEInvestigation 6What special clothes do people wear for work?Vocabulary—English: uniform, heartbreak, neighborhood, protect, patientSpanish: uniforme, partirse el corazón, vecindario, proteger, pacienteDay 1Interest AreasBlocks: play people inuniforms or work clothes;digital cameraDay 2Dramatic Play: work clothesDay 3Music and Movement:rhythm sticksDay 4Toys and Games: button andlacing boardsDay 5Dramatic Play: costumes Intentional Teaching Card P14, “Moving Throughthe Forest”Who Wears What?Large GroupWhich of these does afirefighter wear at work?Does anyone in your familywear a uniform to work?Is there a fire station in yourneighborhood? (chart with yes,no, I don’t know options)Do you have an uppercase D or alowercase d in your name?Do you have a lowercase e inyour name?Song: “What Is My Job?”Music: Rhythm StickSong: “The People in YourNeighborhood”Rhyme: “Diddle, Diddle,Dumpling”Rhyme: “Diddle, Diddle,Dumpling”Discussion and SharedWriting: What Do YourDiscussion and Shared Writing:Discussion and Shared Writing:Questions to Ask the VisitorsClass Visitor Wearing a UniformDiscussion and SharedWriting: Class Visitor Wearing aMaterials: book created duringMaterials: Mighty Minutes 27,Discussion and SharedWriting: Exploring Workers’ClothesMaterials: common jobclothing, e.g., a firefighter’shat (if allowed), a doctor’s coat,a camouflage uniform;Who Wears What?; MightyMinutes 11, “What Is MyJob?”; digital cameraRead-AloudSmall GroupPatternsFamily Members Wearto Work?Materials: rhythm sticks;Mighty Minutes 26, “EchoClapping”; photos of familymembers in work clothes“Diddle, Diddle, Dumpling”;digital cameraMaterials: Mighty Minutes 27,“Diddle, Diddle, Dumpling”;digital cameraLittle Red Riding HoodBook Discussion Card 04(first read-aloud)Llama Llama Red PajamaIntentional Teaching Card SE05,“Character Feelings”Little Red Riding HoodBook Discussion Card 04(second read-aloud)Option 1: Jumping BeansOption 1: Family PhotoBookOption 1: More or FewerOption 1: Story ProblemsOption 1: Story ProblemsIntentional Teaching CardM59, “More or Fewer Towers”;interlocking cubes; more–fewerspinner; numeral–quantity cardsor dieIntentional Teaching Card M22,“Story Problems”; manipulativesIntentional Teaching Card M22,“Story Problems”; manipulativesOption 2: Problems at aClothing StoreOption 2: Problems at aClothing StoreIntentional Teaching Card M22,“Story Problems”; collection ofclothesIntentional Teaching Card M22,“Story Problems”; collectionof clothesMighty Minutes 12,“Ticky Ricky”Mighty Minutes 14,“Scat Singing”Intentional Teaching CardLL17, “Walk a Letter”;masking tape; alphabet cardsor chartIntentional Teaching CardLL04, “Bookmaking”;photos of family members inwork clothes; tape or glue;bookbinding suppliesOption 2: What Kinds ofClothes Do People Wearto Work?Intentional Teaching CardLL04, “Bookmaking”;magazines; scissors; tape orglue; bookbinding suppliesMighty Minutes 15, “Say It,Show It”Mighty Minutes 10, “Wordsin Motion”Family Partnerships Continue to ask families to send in photos offamily members in work clothes to use in thisweek’s investigation. Offer to take photos offamily members during drop-off time if theyarrive in their work clothes. Share the date of the end-of-study celebrationwith families. Post a sign in a prominent area encouragingfamilies to continue gathering items for theclothing drive. Invite families to access the eBook,Who Wears What?Wow! ExperiencesUncle Nacho’s HatOption 2: Walk a LetterMighty Minutes the previous day’s small-groupexperience; Mighty Minutes01, “The People in YourNeighborhood”CostumeWho Wears What?Intentional Teaching CardLL05, “Jumping Beans”;bean-shaped cards; coffee canOutdoor ExperiencesPhysical FunTechnology: eBook version ofQuestion of the DayMake Time for Option 2: What’s More?Intentional Teaching Card M19,“Which Has More?”; ice cubetrays or egg cartons; resealablesandwich bag; collection ofobjects that are similar in size, e.g.,counters, coins, colored chipsMighty Minutes 25, “Freeze” Days 4 and 5: Have someone who wears a uniformor costumes for work, recreation, or both come tothe classroomIf a family member is unavailable, ask thecook, janitor, school crossing guard, orother school employee to visit in uniform.Call a local theater company to invitesomeone to visit in costume if there areno theatrical family members. If you can,arrange for a site visit to go backstageand see the costumes. 2016 Teaching Strategies, LLC. Teaching Strategies and The Creative Curriculum names and logos and Mighty Minutes name are registered trademarks of Teaching Strategies, LLC, Bethesda, MD.The Clothes Study Investigatin

and a family member with a baby to visit the classroom during Investigation 1. Ask the dad to bring a couple of shirts with him (especially ones that he'd feel comfortable contributing to the classroom clothing collection) and, if possible, a picture of himself when he was a baby. Ask the family member with the baby to bring