Transportation Outline

Transportation Materials List:

Books Related to Transportation Transportation = El Transporte / illustrated by Clare Beaton. Los Transportes by Nathalie Belineau. Un Carro de Bomberos Grande y Rojo by Rose Greydanus. Autos de Carrera: Enciendan sus Motores! by Molly Aloian. El Avion de Angela by Robert Munsch. Barcos by Eric Kentley Barcos, Barcos, Barcos by Joanna Ruane. Barcos de Rescate by Carol K. Lindeen. Caballos by Joan Early Macken. Transportation: A Pictorial History of the Past One Thousand Years by John Hamilton. Train Cargo. Photos. Collected by Lou Jacobs, Jr. by June Behrens. Transportation in my Neighborhood by Shelly Lyons. Transportation [kit]: story time kit by the Milwaukee Public Library. Transportation Then and Now by Robin Nelson. Transportation on Land and Sea by Nigel Hawkes. Buses by Jeffrey Zuehike. Bike Riding by JoAnn Early Macken. The Taxi that Hurried by Lucy Sprague Mitchell, Irma Simonton Black and Jessie Stanton. Puppies, Dogs, and Blue Northers by Gary Paulsen. Materials: Photos of different types of transportation in Milwaukee. Construction paper Scissors A container with water Crayons, pencil markers Small car toys

Vocabulary Related to Transportation: Airport Automobile Boat Bus Vehicle Railway Bicycle/bike Carriage Cab/taxi Horse Passenger Sail Transport/transportation Highway Wheels Motor Railroad Wagon

Welcome and Brief Overview of Six Early Literacy Skills Hello song: You can choose from one or two songs from the following list. Sea transportation

Marinero que se fue a la mar, mar, mar a ver que podia ver, ver, ver y todo lo que vio, vio, vio fue el fondo del obscuro del mar azul. X3 Refer to the following YouTube video for hand gestures: http://www.youtube.com/watch?v=zZQmHVvF1yg This is the Spanish (from Spain) version. There are other versions, such as the Mexican version (for which there is not an appropriate video for the hand gestures): Marinero que se fue a la mar, mar, mar a ver que podia ver, ver, ver y todo lo que pudo ver, ver, ver fue el fondo de la mar, mar, mar. X3 Habia Una Vez un Barco Chiquito Habia una vez un barco chiquito Habia una vez un chiquito barco Habia una vez un chiquito barco Tan chiquito, tan chiquito que no podia navegar Pasaron una dos tres cuatro cinco seis siete semanas Pasaron una dos tres cuatro cinco seis siete semanas Pasaron una dos tres cuatro cinco seis siete semanas

Y los lideres y los lideres empezaron a escasear Y si la histaria no les parece larga Y si la larga no les parece historia Y si la historia no les parece larga Volveremos, volveremos a empezar Refer to the following YouTube video for melody: http://www.youtube.com/watch?v=O_zK-shSWiw

Land transportation

Las ruedas del autobs giran sin parar, giran sin parar, giran sin parar, las ruedas del autobs giran sin parar, por toda la ciudad. Las puertas del autobs se abren y cierran, se abren y cierran, se abren y cierran, Las puertas del autobs se abren y cierran, por toda la ciudad. Los pasajeros all se suben y bajan, se suben y bajan, se suben y bajan, Los pasajeros all se suben y bajan, por toda la ciudad. El conductor dice fuerte ticket por favor, ticket por favor, ticket por favor, El conductor dice fuerte ticket por favor, por toda la ciudad. La corneta suena y suena pip pip pip, pip pip pip, pip pip pip, La corneta suena y suena pip pip pip, por toda la ciudad. Los frenos del autobs hacen ick ick ick, ick ick ick, ick ick ick, Los frenos del autobs hacen ick ick ick, por toda la ciudad. Refer to the following video for melody: http://www.youtube.com/watch?v=jlO7VmeSXLs

Story Time: Read a book such as Transportation=El Transporte by Clare Beaton or Los Transportes by Nathalie Belineau. While reading the story, point out the vocabulary words that are associated with the different types of transportation. Either before of after the story, engage children in conversation about the means of transportation they have experienced before, or that they experience every day. Six Early Literacy Skills Connection o Print Motivation: Model excitement/enthusiasm for books and for reading. o Vocabulary: Point our and explain vocabulary words associated with transportation before, during, and after reading. Reinforce the vocabulary throughout the play date. o Narrative: Engage children in conversation. Ask them about any type of transportation they have seen around the city.

Model Activities Explain to the families that we will be talking about different types of transportation. We will be creating different types of transportation, such as planes and boats. We will also see pictures of cars and play with in roads. Tell children and parents that they can move to any station they want, as many times as they want. Explain each of the stations to children: o Station 1: Transportation in Milwaukee and around the world Tell the children that the pictures in the table are from different types of transportation in Milwaukee. Explain that some are from the present, and some are from the past. Tell parents to engage in conversation with their children while they are in this station. Have images of different types of transportation about the world. o Station 2: Create your own boat Explain children that they need to construct a boat. Tell them that they are engineers and with their parents, they need to create a boat to transport goods in lake Michigan. After they create their boat, they are going to test it on water. Tell them they can create more than one boat, in case they want to take one to play with at home. o Station 3: Create your own plane Tell children that their task is to create a plane for Mitchel Airport. They can name and decorate their plane with crayons and pencil markers. Tell parents to help their children create a paper airplane. o Station 4: Create your own road map Explain to children that the Major of Wisconsin has asked them to construct road maps. Model how they can create their own road using paper. After they finish their road, they can use toy cars to test their roads.

Model all the activities using the strategy of think aloud (Are they going to move from station to station? Or, are they going to all work in the same one at the same time?) Six Early Literacy Skills Connection o Narrative Skills: Engage children in conversation while they are working on their projects. Ask them to describe what there are doing. o Enriched Vocabulary: Incorporate vocabulary words in conversation with children. Encourage parents to do the same in their conversation during the play date and at home.

Families engage in activities: o Encourage parents to work with children in all the stations. Have the families decide which station they would like to do first. They can rotate to as many different activities as they would like. Interact with families modeling and discussing skills/behaviors. Walk around to assist families and ask children questions about what they are doing. Briefly discuss with parents the six early literacy skills that are being addressed during the play literacy session. Suggest any activities they can do at home to continue working on recognizing and knowing different transportation types.

Closing Activity: Ask parents to help their children put away the toys. Take the time to review vocabulary. Play for a couple of minutes the game Red light, Yellow light, Green light. For this game, explain the children that: o when you say Green light, everybody is going to walk, trying not to bump into each other, o when you say Yellow light, everybody is going to slow down, and o when you say Red light, everybody is going to stop. Additional Story: If time permits, read an additional story, such as Los Transportes by Nathalie Belineau. . Goodbye Song Choose any other song from the song above to end the play date.

Helpful Hints: Have materials set up on the table while you do the story time on the carpet. If material prove to be too much of a distraction for the kids, put a blanket over the toys until you are ready to use them. Encourage all children to explore all the different working stations.