The InvestiGator Club Catalog

®Early Childhood Catalog ABgtireoth5 NEW! Dilly’s Tree House ™ Family Engagementii Pages 18–19

Explore our inquiry-basedlearning systems! Table of Contents The InvestiGator Club® 4 The InvestiGator Club® Pre-K Learning System Prekindergarten Learning System Ages 3–5 8 Teacher Guides 10 InvestigationsThe InvestiGator Club® 12 System Resources Just for Threes 14 Assessment and Intervention 16 Investigate Math Ages 36–48 months 18 D illy’s Tree House™ InvestiGator Tots™ Family Engagement Series Ages 18–36 months 20  S ocial and Emotional Development Kit 22 Spanish Instructional Materials 24 Adaptive Learning Kit 26 STEAM and Literacy Challenge™ 28 Get Ready for Kindergarten! Summer School Program 30 Just for Threes Learning System 32  Little InvestiGators™ Infants and Toddlers 36 Professional Development www.investigatorclub.com • 773.935.8358Baby InvestiGators™ Ages 0–18 months Back to Table of Contents

Make learning better. STEM + Art = STEAM Social and Emotional Through investigation and hands-on Stories, characters, and play-based projects, children learn to think like activities build bridges to the real scientists, construct mathematical world and inspire children to talk concepts, appreciate fine art and music, about and practice social and use simple tools and machines, invent, emotional skills, such as empathy and and create. kindness, sharing, taking turns, and self-regulation. Language and Literacy Physical Development We develop young readers by fostering imagination and a love of books and Every InvestiGator Club day is filled storytelling. Through quality interactions with active indoor and outdoor play. with peers and adults, children build We know that physical activity is not a strong foundation for literacy, only important for good health, but communication, vocabulary development, also for engaged, mindful learning. writing, and verbal problem solving. Our Promi se Happy, healthy children who love to learn© Robert-Leslie Publishing. All rights reserved. 1

www.investigatorclub.com • 773.935.8358 Steeped in science and story, The InvestiGator Club® connects children to their world. Request a price list or customized quote. [email protected] Back to Table of Contents

Pre-K O Te a c h i ng e “One of my favorite th reactions of utside Box The InvestiGator Club provides choices and the children in last year’s class creative tools for flexible “outside-the-box” was observing teaching that inspires teachers, children, how they would and families. literally cheer Best practices are guided by each classroom’s when I said we curriculum needs — play-based, project- oriented, or more structured based on the unique experience, teaching style, and goals of the teacher. 274 Skills in TEN Learning Domains were going to do ”The InvestiGator 1. Literacy Club. Teacher, Illinois 2. Language Development© Robert-Leslie Publishing. All rights reserved. 3. Mathematics 4. Science 5. Social Studies 6. Social-Emotional Development 7. Physical Health and Development 8. Creative Arts 9. Approaches to Learning 10. Technology Would you like a detailed overview? Watch our DEMO! www.investigatorclub.com See price list for learning system components. Specific book titles and components are subject to change. 3

www.investigatorclub.com • 773.935.8358 Welcome to The InvestiGator Club® ! This comprehensive early childhood program builds upon children’s natural curiosity about the world and their place in it. “Purposeful inquiry,” the heart of The InvestiGator Club, awakens the scientist and explorer in every child. Children learn to use their senses, ask questions, and find answers in a supportive, print-rich environment. The Power of Story The InvestiGators have formed a club to solve mysteries, tackle tough problems, and investigate their world. The program’s unique storytelling technique transforms story and math times into dynamic experiences that invite: • A ctive participation as children help to tell each story. • Prediction opportunities with instant feedback. • Problem solving and reasoning. • Vocabulary development. Flapboard 3 SplaDshigand The InvestiGators followed the outrigger JdTobwentwtheeenbcigrierisvefor rtoheTrlpia.n“gSloemBeeabcihg,rwivehresreletahde river Flapboard® flowed into a huge ocean. “Ah ha!” said to huge oceans.” Flapboard®Script Vocabulary Back to Table of Contents The friends stopped in front of Dilly Gator and Great Auntie Lu. They were busy flying a new kite. • huge inmenso “Oh no!” shouted JT. “My outrigger has disappeared again!” • ocean océano “Is it there?” asked Dilly. “Is it behind the buoy?” (Lift the flap.) Teaching Tip mthTohaoedrvoriehwnegwathoardeus ttJbhTtoo’esasItonebuvaate.rcsigktigGteoar.tsoIhtroswrseah.soTfuhloteiantfgrino! ggAoacunratdbtcohrasabedawj.uAemrnepdne’itdt switnraoswnmigthoenvthioneuggfrfhao.sgtT.!hTNehoeowyuwtsroiegmrgeeerboownteahsntsreytwiilnl g Explain that the words ocean and sea both refer to very large bodies of salt water that cover much of the Earth. Have children talk about other bodies of water they have seen. “Uh oh,” said Great Auntie Lu. “Our new friends need our help. We’d better hurry.” The InvestiGators knew to stay out of the rough waves. Sadly, it looked as if the frog and crab would need to jump out soon and swim back to shore. Then JT’s tiny boat would surely be lost in the huge ocean. qDuisecsutisosntsh,eguFlidaipnbgocahridldrweinthtochainldsrwener,.briefly reviewing the events. Then ask the following4 • jWWWumhhhaeoptreiodsuoiistn,ytaohtnhuedebttohohuiaenttkrbifgoilsogaeatgrtowinniinlgolgwbnte?oowl(oha?saft(proofpougertenatvnoendres.)eaxatc?)ra(Pbo) ssible response: The frog and the crab will • • ISBN10 1-59927-138-9 ISBN13 978-1-59927-138-5 © Robert-Leslie Publishing www.investigatorclub.com All logos, characters, and place names are trademarks of Robert-Leslie Publishing LLC. All rights reserved.

Pre-K Essential Life Skills Children quickly relate to the important values and life lessons the InvestiGators explore all year long: Don’t give up, believe in yourself, look out for friends. The characters build connections to the real world and help children: • Talk about and practice social-emotional skills, such as empathy, kindness, overcoming fears, and patience. F ocus and engage. •• Develop critical thinking skills. Each Investigation includes a set of four Flapboards, the English and Spanish scripts, and Flap Fillers® for three stories (21 total). The stories are used to launch literacy skills, scientific investigation, and mathematical thinking. Observe as children apply problem-solving techniques to solve a new mystery in every story. Simply insert new Flap Fillers® behind the flaps before reading aloud each story, and guide children to predict what’s behind each flap. Children can also use their imagination and the write-on/wipe-off blank Flap Fillers to create and share their own stories.Flap Fillers® 5

www.investigatorclub.com • 773.935.8358Investigations and Weekly Topics Teaching with Investigations The InvestiGator Club® is a fully-integrated curriculum with a strong focus on STEAM and literacy experiences, social-emotional development, and family engagement. Our philosophy balances active child-centered learning through play with intentional teacher-directed instruction in seven inquiry-based Investigations. 1. Let’s Investigate! Program Introduction The eight-week introduction presents characters, investigation techniques, and readiness concepts through literature and hands-on activities.2. Under Construction 5. Splash and Dig4 Let’s Build 4 Fun with Water4 Homes 4 Oceans and Beaches4 Tools and Helpers 4 Lakes and Shores4 Builders at Work 4 Rivers and Wetlands 3. Healthy You 6. Watch It Grow4 Body and Senses 4 Trees4 Food and Exercise 4 Fruits and Veggies4 I Can Do It! 4 Flowers4 Safety and Health 4 To Market, To Market 4. Finny, Feathery, 7. Weather Watchers Furry Friends 4 Rain and Snow4 Pets 4 Sun and Clouds4 Farm Animals 4 In the Sky4 Wild Animals 4 Seasons4 Creepy Crawlies * Investigations 2–7 (4 weeks each) Back to Table of Contents

Pre-K Approaches to Learning Path Initiative and curiosity, engagement and persistence, to reasoning and problem solving – teachers nurture these Success approaches to learning all day long. It is reassuring to know that the Teacher Guides for the Prekindergarten Learning InvestiGator Club™ System are built around these learning domains, too. Weather WatchersThe Learning System Prekindergarten Teacher Each Teacher Guide is your roadmap for an Investigation. Guide The built-in flexibility in every single guide lets you teach your way. You can infuse your own activities and routines InvestiGator Club™ along the way, or you can simply follow suggested lessons Watch It GrowThe Learning System and routines in The InvestiGator Club. Either way, you can Prekindergarten Teacher be confident that you’re covering all learning domains for GuIde pre-K and engaging children in the very best research-based practices. Every Teacher Guide includes these key features: InvestiGator Club™ Splash and DigThe Learning System • A ctivities and schedules for full- and half-day programs Prekindergarten Teacher • A n Investigation planner and detailed weekly planners GuiDe • D aily literacy lessons • E arly math and science lessons InvestiGator ClubFinFnuyr,ryFeFartiheenrdy,sThe™ • Point-of-use suggestions for classroom management Prekindergarten Learning System and differentiation of instruction Teacher Guide InvestiGator ClubHealthy YouThe • Vocabulary and Family Resources in English and Spanish ™ • D aily routines, transitions, learning centers • F amily engagement materials Prekindergarten Learning System • A uthentic, observational assessment TeacHer Guide InvestiGator Club™ Under ConstructionTheLearningSystem Prekindergarten TeaCher GUide© Robert-Leslie Publishing. All rights reserved. 7

www.investigatorclub.com • 773.935.8358 Teacher Guide Lessons M odel lessons for intentional teaching, plus 4 lesson options are provided each week for small and whole groups, plus opening and closing circle times. Small Group Tell the Story Math • K ey vocabulary words •AttThhasaelWk(ytHoctahouhebynreonsrdIuetenroteauveddtechss,tsieatoFhisoGnsektralosepctiromthyferiinasl.addnTnsreideenFlenlgotthxathoeotseurpotttshhattweiotnstyhreekyotrnraniydnibsst:oayoduooBdtuieintrshegcoeowMlavdneuaifrnifwlewdtorroehyrndotatshti,kseCoindIritndoyuvsisnSeeogqsftutlhipaaGeuaraetnsttdecorrrrinypss?at.t are listed in English Math ••TpaaCWlfWtkitorehhasnratbanstottgrbudeudyttocottaetihoyosseokntFiuhnpoSeganritetoecttmheo.t)ierncanmesnstarotFuobnocoxtteetuiaorltlocnwththsshFeihatleaoct ?plwcobo(tbomthhaaeeesrsskd?Ie.nn(tHveToexhaftsve.cteyilGocathalhltielhodsarr)sveenwpehaxettnteenrtdnhsee.y)ach Research and Spanish. Make Connections According to the Choose from this explicit lesson or any of the choices on pages NCTM, “Recognizing, • Q uestions help the 104–105 as small group activities. LlaliaokpuoeankstdtpaeryatrntbZtaiewpsriZkntheispt?thhZ(aeeHsbimsrpabaa.rotbtHdeloeyrnswh;sa.E)csvaeanrypytaohtuitnegtrenil;nlHthheiasmt hadee danesdcrtribainnsgla, teinxtgenpdatintegr,ns teacher quickly Apsakttechrnileddreonbtjoecdtsra. wDisppiclatuyrtehsetopischtuorwesfianvothriete encourage children assess children’s ELL room. to think in terms of understanding of a algebraic problem lesson. solving.” Iawfdcitdhhiitlicdoorneloanrlsnreaeinenddfosrhceampeesn, t encourage them to name the colors and Materials shapes on the Math Objectives Flap Fillers as you point • Recognize, duplicate, and extend •• Flapboards: “Building Plans” •• patterns. “Laundry Day,” Teacher Guide, to each one. Identify color patterns. Recognize, describe, and •• pMshaagirtethsoF1rl5tai8ep–wF1i6iltl1hertsw: o“L-caoulnodr rpyaDttaeyrn” compare • shapes. and their parts and Name shapes attributes. Set the Stage sthheirtpoarttteiernw. Aitshk:anAroebyvoiouuws tewaori-ncgolaonr yptahttinergnw. Iintvhitae Put on an oversized children to describe pattern? Tell us about it. • A daptations and tips are offered IEP Note Get Started Check Up for a variety of Rmeocdoirfdicnataiomnesshaenrde. learning styles. EssSctaxooopynmrilynsa,etgirnto,uhn“cteChetiaIoonwtmnvhyeesoosiuttqleiiGuak! iareScetskaolgypry:o!aC”WitnltFuegiolbrlrnteotgshmerietesasaInwnadavFBaoseehxsseitttnriooGMgrtyaaantcinoleadrfelrldoeCdsdmlruyt“ibhnFLeogadiruricesnlhmocdeotrahlvypneeDsarFgaoawayxt.i”htntrhoIo.netitthiiss? While you tell the story and practice the skill, note the following: Let’s find out. Does the child readily recognize and describe patterns with colors, shapes, and lines? Vocabulary Words Does the child extend patterns after additional practice? colors colores Does the child need more time with the concept? the pattern patrón trail pista lines rectas After the lesson, record notes about each child’s progress on periscope periscopio Anecdotal Notes Form and place it in his or her portfolio. tumbling dar volteretas Under Construction 103 102 Small Group Small Group Choices Literacy: Letter Hokey Pokey Choices dsPtaliacnckceenaothtseieslwfv-eisttrhisciFkofnnooontfee“TawhcihethcHShosilkdoe’nsy Social Studies: Plumbers lPeeoaftckhehyac.”nhdil.dT’sheringhhtahvaencdh.ilPdlraecne a self- Differentiation sing and stlTehpaaercirntnliekletblteyeFrsotsaornwucdchithiholidnvgregelru,ntetrhwaaechnmeod. Look at the pipes under a sink. Tthheenmtouvrnemtheenctoolfdthweatweratoenr., letting Put your S hand in. children touch the pipes to feel Put your S hand out. TDPhuoat ttyh’soeuwHrhoSaktheiayt’nsPdaoklilnea,ybaanonuddt.sthuarkneyiot uarlsl ealfbaoruot.und. Management • Where did the water start? (faucet) Invite an electrician to • fWlohoer,reanwdilolutthoefwthaetebrugilod?in(gth) rough the pipes, through the wall or• A ctivity menus visit the class and tell acppThneiippidllleedclsreche.tuinTlctadthplerkeilrlasdnay,rbtewthohnraueetgtnrlawuocheplheelatushotm)efpTmpbluhleumetrmonibsgbseeaeertsthrp.onee(ureOrstetroodPynVroteoCwusedhpmmooipabtieynhlsesectauiaprntlijldposstibnjraoi.gnpi(n.ds)ptoisfpifxaeewnss,dhjwiolteeainttpetsar,per moRneaptccehhaaitnrtfgso,rspeFolff.s-sSteteircnsk,doncrohbtieludlarleenntdintpoblaofcinaerdditesbxinaemlothwpeletrhsoeoomflet.thtHeeralevinettetthhrseeSmro, sot,amFk,e. atnhde f cover all domains tahbeomutahteisrioarlshiet rrejoqbuiarensd. for instant reinforcement Objectives •Materials or extension • Show awareness small self-stick notes of skills and settings. of print in various concepts. •Objective •Materials • Match and sort letters. Safety sUenrvdiecresstaonfdcoromlems,urneistypownosribkeilritsi.es, and PVC pipes and joints (or strips of white paper and glue) ecDdaergrmey odscnoisswtsrnoa.rtse, how to For 3-year-olds Literacy: Reread “Laundry Day” pointed Have younger children Science: Rocks Rock! ETfw“brsHohneLqliraeucaplulovcneueaehmunarhsiretltdaqaadhsrkigvurenyaeeeeannMDortcpdehrhataad—oeyitntlhem.dt”jdnuerereL—yresnusnetnrPscstseleru’atisdikotbypmoer:esptoeaLeqeZta.noluhtildAipoeapamsZktrbupheiyaolpwaoa,eku’ttbeuhstitsevlatasruteroehthnnesareIisyArtdsimortoqBastpnaumhgpoadaaettaanheirttksneee!tttee.r,hoInFtrTrpren’lsehysaa.,dcewptaprtnbseaiaptqornhuynauaoesstraerute.iderndesrn.,a.nTdhbeluceolors describe their rock in PIdHrdiaoguvvgegiidntuehgpehgtaoJhnTiendPrgeule.opnHnpsaeeavtstedftoJhisTrepailncacvoyliontaessebtcrohuloxiclodtoikrofe. nrnosctoiktsec,.hsHoaoyeisrneeg:aaTrrehoecskroemt’oseearxolaocmtkoisnfeth. at atthhbaeoniur taoniwts. nwweroqrdusesrtaitohnesr • Feel your rock. Is it bumpy or rough? Is it smooth? Assessment • Look at your rock. is it? Is it shiny? Is it Is it rounded? What color dull? Is it flat? Notice children who Have children are able to extend a dictate words draw a picture of their rock. simple AB pattern and about color, size, shape, and As they work, have them •Objectives •••Materials mpchraailkcdetriceaenn. ewTcahdkooetnpaelhenodototmessoorre texture. Recognize, duplicate, and Manny Puppet Flapboards: “Building Plans” Objectives Materials • extend patterns. “Laundry Day,” Teacher Guide of children’s work and • JT Puppet Identify color patterns. • dUesveicseesntsoesg,attohoelrs,inafnodrmmaetaiosnu.ring •• pages 158–161 place them in children’s • Collect, describe, and record • rocks of different acMunabdtehpsa,FpblaeloprcskFtsrili,plesshrsoa:pf “edLsiaf,fuebnruedtntroyt nDsa, y“ portfolios. and textures colors, sizes, shapes, colors information through drawings. • hand lenses (optional) • drawing paper and crayons 104 Small Group8 Under Construction 105

Pre-K Investigation Station A t the start of each Investigation, children are introduced to the Investigation Station, a scientific exploration that invites children to ask questions, experiment, and connect ideas to real life. Investigation Investigation Station Investigation Station Research a5Inp2t–pr5loy3d.kuTncheoiwsthloeinsdggpoeriontjhgercpotruaogfjtheeocrtuplterUetsnsedcnhetirlidnCrgoen“nsBteurxuiplcdltoiinorgen,.Pelxapnesr”imonenpta,gaensd Current research states that young children Objectives Materials “in every domain of • Test science should have and observations, draw conclusions, •••• model “building plan” the opportunity to use form generalizations. building blocks scientific inquiry and • dUesveicseesntsoesg,attohoelrs,inafnodrmmaetaiosnu.ring chart and drawing paper develop the ability to •• sCoOcrbbhejsoeaecotertlvs,re,aemnapdnraedtcesoerdimnaistlcmsau,tuiasosnnnidptsyro.oorfpgheaorntmiiesmse,os.f mgwbouoagitolgeddlrieinassgcl,srms)aupepsap,sgluielruisne(g,PstVaaCfpeetpysip,toreeosclayscnaldenddjoints, think and act in ways Safety associated with inquiry.” Look and Ask Think About It Be sure to have an adult supervise the Investigation Management Display a simple drawing of a block structure. Say: At the end of Under Construction, display all building plans and Station so materials are “Yeoxupemrtigs”htsuhcahveasparent structures. Let children share what they built and learned. handled safely. tvpcaiolskunietmsttthburueerncrcstsil,oasosnursprwaoeroorcvrhmkisietieanrscng,td.s • This is a building plan that I drew. • What did you build? •yBouuiNldbouawilbdIl'olclcauknstbeoewthceearllapecldaconardtsotinrubgcuttiouldryeoa. usrtrpulacntu. rEex.plain that anything • Does dywooausyrohsuatrrwudcaatnubtroeuusltotbooukkillndikoinewgy?aobWuorhupatltauwns?iansWgehtaoysoyol?sr ?why Assessment • What not? Collect evidence of • What children’s progress aaPnnoddstbrtehuciiosldrqd. ucehsitlidorne:nW’shidaetacsa.nInyvoitue plan and build? Read it aloud, plan over a period of time. children to visit this station to Periodically, take photographs of each • Draw a plan first. Make Meaning child’s structure and • Then build a structure like your plan. record anecdotal notes • Change your building plans and your structures if needed. Read back cthoencdluastaioynosufrroemcotrhdeeidr.dTahtean. guide children to draw of their responses to real-world questions such as: •• itWtTfhohnahibetnacuatkerislesadhsbtaohaorueyusl)dttrrirguwehcaottlurskcrizeoee?rn,ss(sttdhhroauepctretoiig,ohbanntudstiolidtwoelaess.iggaWohnotdh;dagmtosastbrtheuaorcciuatkulldsar,enwg?doo(ocruhkdsaeepnrlsmgaenhasatpe)vlraeinalss What are you building? Try It and Try Again What did you notice tCIonovsniotseltvrceuhcpitlirdoornbe.nleAmtsoscv.hiFsiloidtrrteehnxeawImnovprekles,t:oigfafetiroindeSatas ttihoant tehnrocouughraoguet about…? Under What happens when…? them • If your structure falls, think about using bigger materials at mDiesmcubses rcshwildhreenn’tshiedyebasrinagndhoinmvieteththeeirmstrtuocstuhraeres. the ideas with family the bottom. • If one side is too heavier material. heavy, try to balance the other side with a For the Project-Oriented Classroom • If your structure has too many parts, make it simpler. cfWGolaouhsnasottnsaitniranut?encrUteeuissgretehscbrthahotierlhhdmeorreomntdh’osawsnatar?ielnkDad.soLivoitsihdfteeuinnyatlenasrsoetrtcsuihctceittloudarrbeecusne.irlttdaaliaknnahdbopomluaetn,bbourniildedgigneiga, sno.tr 54 Investigation Under Construction 55 • E ach Investigation • O pen-ended • P roject-oriented is supported by yet structured learning is alive relevant research. activities and well in The encourage InvestiGator Club!© Robert-Leslie Publishing. All rights reserved. purposeful exploration extending over several weeks.

www.investigatorclub.com • 773.935.8358 7 Integrated Investigations28 Flapboards® with Flap Fillers®36 Bruno’s Buzz® Nonfiction Readers (6 copies of 6 titles) My Five Senses Mud Pies Friends 7 Food SWOP6 SWOP6 Math Trade Books10 Back to Table of Contents

Pre-K 6 Investigation Trade Books 35 Center Cards Karaoke Kid Animal Habitats Sand and Water Center Technology Center Technology Center Spring Pictures Your Name in Print Technology Center Water Everywhere Writing Center Sand and Water Center Block Town Make a Garden Objectives: Before opening the center, draw roads for a small • Create representations town on a large piece of butcher paper and place it Nature Collage Art Center Clay Animals in the center. of home, school, or 1 3 2Writing Center community. Read this Center Card aloud to the children, • Develop hand-eye explaining the steps for building a block town. coordination. Then, set the Center Card in the Block Center along with the materials children will need to Materials: complete the activity. • butcher paper • crayons or markers 1 Roll out the map. • wooden blocks 2 Use blocks to build buildings along the streets of the town. • toy vehicles and people 3 Fill the streets with cars, trucks, vans, and other vehicles. Ar•t sCteonratgeer containers Then add people so that you can play in Block Town. Building Plans Social Studies Center Weather1 Book 3 When children are finished with the activity, remind them to sort the blocks, 3 2 3 1Art Center Mo2untains Sand and Water Center cars, and people and place them in separate containers for the next visitors. 1 Curved L2ines 1 31 23 2 The InvestiGator Club™ Under Construction Block Center, “Block Town, ” TG page 48 Prekindergarten Learning System © Robert-Leslie Publishing SWOP KOAG-2P52400-0157-510L--0021682005/10/31 10:30:51 AM www.investigatorclub.com UC_CC_BLOC_0811_FINAL.indd 2 2••OasDpantRraebndeetvdcntjeceoegoelrogtxnnchnptstte,ir.zgiondevrldeo.,exdwstsieuminrp:igptliylce,ate, Build a Pattern scIunoclaohdriavnsag:nicne,thmeatkeeessetvoemraal kceopsiiemspolef 12 3 1 •••p•CMcpsacopalmlogaaproaerldsailogeytstl8irelss,cef4twuTopyhrelorfiaaiegeotmaccohndhelleemefsesnPftreo:oearGfoeattsrumeirdne 3wdbD((e(iu(AAitAAmshiABlpABdBotBlBAiahnnB))Byesg)r)yttemrgaehagdrlitalrpes,oeeteabeCwenetlrnetu,ai,ean,eycgrlyet,nhsreeleblcrolsoellhtuonCwneiewla,p,da,rb,.rrrdefeglTeoudnhrdaaee,e,nm,enynbdbneell,esbuleuleodylexeotew,pctltblol,khaol.yeiuwcneYoeColltmoehuwnepmtl,esearttreeeydpCwtsahirefsdoharicntotitvhitey.Math Learning Centerthe PatternCards, 1 2 3 patterns, ©PTrh2ee0kI0inn6vdeesrtgiaGratetonrLCelaurbning System 1 23 23 www.investigatorclub.com 1 23 1 1 trHoeadmv,eabtlccuhheil,tdhrreeednp, abchtltuoeeor,nsreeodna, tbPhlaeutetce,arrrnedd.C,abrlduea.ndAsskayththeme ptaottlearynoaultotuhde, such as 2 Invite children to choose a foam block. golf tees 3 pTealtltecrhnil.dren to hammer the tees into the foam block and continue the When the and place pattern itshceotmubp.leEtnec, ohuarvaegechcilhdirldernenputlol tphieckteaenseowutPoaftttehren foam block repeat the them in Card and activity. Math Center, “Build a Pattern” TG page 00 7 Teacher Guides Choices The The Prekindergarten Learning System TechnologyLearning Centers SWaantdeIrannvde s tiG atoIrnvCelusUtnbdiGer aCtoI nnosvrtreuCscttliuoiGnbSpalatsohIrannvCdelDusitgbiGWaattIconhrvIteCGsrltouiwbG atoI nr vCelsutbiGFinFauntryr,oyFreFarCtiehlneudrybs,M•ake a Garden ••••••TgtTiathanOhhkerMeeebdiEetnmmexajncweankvhlaemcieisreitttolti.eshndinacEsvrermirtmneeaGaohecnlpoyasnaowblttrflau.oiodgangroaceusrdtogkeniroeieuenanspsbvca.sihaoItnffeituflaeepdtcckiorgthpeesthilhnslatbdeiunbtorrotelnrsehn.sd,SaondettcanaoodsrWkaedctebreraCeingrttbeaprianeihMrngdowsCeasdtatbafaheoronctaiorongnageatmsr,ocuidmmtfatrkokeiropciresasetrriadfhnssarwaoCasaledltenrashhnfan(dylrwpdooeoydoppawsasw:sgetten“eteitbaeoMerordpbrsnr.stadilaaauepcDkalbense)tslbiluadneesoayrsptuweGirtlntehfsaiaoteggehyrsaordm,refadtno.e”yns ThePrekindergarten Learning System ™ Prekindergarten Learning System ™ W••atch It Grow Clips •••LEtPrihOnseoetcmbesUUotsjnssiuetenaeorctdnvaotrteaidgieccriviehnhsoden.uticilesisscdhrcatriayullepdctsneetrsirsevmhaneooifnltswitoosetlotcotdhgrooinyref.aogsiwlelolagutsbysi.onotrmuaattneefdldoofowstutheeterpMosopfeavcr(iclleponoteaovgemprcnmeeotttrrphttigpgooiasueaeubnnrttattlialeheeccaslmr)roebsgistlmaysllotuera.rdospitetigeborusnaansttsarieedobrrnoevusnepttrdsafo.ltogiionwranemrtsoor Prekindergarten Learning System ™ Differentiation The ThTeeaCher GUide ™ The Teacher Guide CcuidlhhslruiaealsdlwstlrerieamonntrgipomeplneaaInipcynotrtewomrggieasprsharutdmetteedosnr sto. Teacher GuIde Prekindergarten Learning System ™ Assessment Prekindergarten Learning System Otpcphfttobyuraheheoomsnneryegeufceiofrrurrtscoavircswodommreretnobeaci.lsttesynehahNengavalierol.enrdvndtoRlsadroeiouweefttfiffntcneeoitihnotwsdrnhaeed.rsadsinirnrategs ™© Robert-Leslie Publishing. All rights reserved. 2 3 Management Healthy You Teacher GuiDe Weather Watchers Psttathhlwaaneobcoywelwewceaahaartivttelcdeirtunrrhrteyeaatlnarbteoialntneourp.dunwAndoosidprfstehietgrhenuep 1 SWOP CMYOKGEP-22504005--11715-0L6-031C7 2/16/06 10:40:40 PM activity. TeacHer Guide Teacher Guide Move to the RhythmBpgHPtealrhaeaecfeyoavceenersoner,macBsochdtperhiidcalaiodklnndstrehihsermre,eansnarkealnenaicssdrutots.redme,BniwmaoertoilodtneooedytdvhetGihebrcsreelo“.oWcwocekna.”nsta,tcHehnaarnd,vIdtdeoGeoftmfhrt.oheYowemonrusCrpthmhrrayaaattcehCytimhhcweaoii”swnthhasetnttorodustomu“unOsreenganstrtt,sesh,defoaCrnDd WG_CC_GARD_5PP.indd 1 Research Cwtpiaoshntttohihdaohnitdsleefeudedesponrnlirietferbeeesatparl.onnhrsefelePolwveonlmniwreryrnwedmcoauiapeetrinlchrnenantemfhaogarrcbiosduaeneackemls.tgsnhlssottitaloowdannreeddn Vegetable StewIspnhrielmvaaaivstpleetlivecpcehapgreirerltocdtiiacdrpeibupenlcaefettoeosratdewsswitntaeh.swtehh.yepCplhcareeislndptitraceervrneeaacgcanetnidtvaipbstyerl,eerwvtseeoanttrdhktehttoioergcsweutetathwtaee.nrrAdttafotcbeomlreoaa.klkPletochshaetinlcaddlreesaennrve Materials ••MDarhitlyeltyhr’smiaMilnsusstircumanedntMs ovement CD ••ObUFjoseellocewtaitvrinueglesustoefnhsiylsgiceonrere, cntulyt.rition, and ••••••wpvkelaiatgtcseehtritecatnabvbelueglteeebtnrausbsillhseess •••ObUEUjxssepeecevartaiimrvviaoeerunisesttytwyopitfehsinmopufustteicdcaehlvniinocselotsrg.uym. ents. personal care. vsueetgrevenitnsaigblslaeannsddteewdaitsinhges The InvestiGator ClubTM TM Dilly’sMMouvseimc entand Watch It Grow 47 MM_CD_Insert_4TH.indd 1 SWOP OGP 2005-10-137L 12/8/05 11:42:17 CMYOKGEP-22504005-1-1715-L0-6034E3 Dilly’s Music and Movement SWOP CMYK A-2540-175L-043 Version A - Watch It Grow - Teacher Guide 46 Learning Centers SWOP CMYOKGEP-22504005-1-1715-L0-6034E3 Version A - Watch It Grow - Teacher Guide 11

www.investigatorclub.com • 773.935.8358System Resources IllustBraytJeodebllyynReCgicgciiearHeollliladayDaily Routine Posters (8) Bb A Cgaf B Oral Language Card 44 ©Robert-Leslie Publishing© Robert-Leslie Publishing Alphabet Kit dog goldfish cat 11/3/05 2:20:08 PMOL_036-6_card44_Final.indd 1 hamster turtle OL_036-6_card44_Final.indd 2 ROBERT-LESLIE PUBLISHING THE EARLY CHILDHOOD COMPANY 11/3/05 2:20:14 PMOral Language Cards (64) ListenUntitled-3 1 to Your World CD 11/18/05 5:21:33 PM Dilly and Friends® Stick Puppets (7)12 Back to Table of Contents

Pre-K NEW! Math and Sorting Board 3 The The Bedroom at Arles, Vincent van Gogh, 1889. Art Print 4 Oil on canvas, 22 5/8 by 29 1/8 inches. Inv. RF1959-2. Photo: Hervé Lewandowski. 5Number Musee d’Orsay. Photo Credit: © RMN-Grand Palais/Art Resource, NY Bedroom at Arles © Robert-Leslie Publishing ® MInvesatitghate Counting Counting Strip Strip 7 95 63 Hippopotamus About the Artist—Unknown Hippopotamus, decorated with bird, reeds, • This artwork is called Hippopotamus. • No one knows who created it. The artist • Once shaped, the artist painted objects and lotus flower, from a tomb in Thebes, The bright blue-green hippo was created probably worked for royalty or another on its body, including reeds, flowers, and Egypt. Artist unknown. almost four thousand years ago in Egypt. important person. a bird. These are objects found in the marshes where hippos lived. Objectives • This is one of two hippopotamus statuettes • A special clay called faience (f-i äns) was ••• Mix colors. discovered in an ancient Egyptian tomb. used to mold the hippo. Faience is made • The statuette was painted with a glaze and from ground quartz found in desert sand. then fired in an oven that gets very hot. 08 412 Use art media and materials. Counters NUMBRS_FB_STRIP 5 SWOP CMYK Create form and meaning About the Artwork NUMBRS_FB BACK using colors, textures, and • shapes. As you discuss the artwork with children, ask questions such as the following: Participate in dramatic play MMeaesuarinsguSrtiicnk g S t i c kII©SwSBBwRNNwo11b.03ien1r9vt-e7-5Ls89et-i9s1gl2-ai5e7to9-P2r9cu02lbu97lb--i1s2.ch0oi9nm-g2PublishingLLC.Allrightsreserved. • activities. • What animal did the artist show? (hippo; • What words would you use to tell about that they are river plants and show the All logos, characters, and place names Appreciate different types of hippopotamus) What color is it? (blue- how this glaze, or coating, looks? (shiny, place where the animal lived. are trademarks of Robert-Leslie • music. green) glassy) Tell children that firing, or baking, • Have you ever seen a real Move and dance to music. hippopotamus? Where? How was it Tell children that the color came from the made the glaze look shiny. different from this hippo? (Possible Vocabulary Words natural materials the artist mixed together to • What do you see painted on the hippo’s responses: It wasn’t blue-green but mix mezclar make the glaze, or coating. Have you ever brownish gray; It didn’t have plants painted light claro mixed paints of different colors? What body? (outlines of plants) Why do you on it; It was very big.) dark oscuro happened? (Responses will vary.) think the artist painted these? Encourage statue estatua children to share their ideas. Then explain statuette estatuilla Art Studio Dramatic Play Music ROBERT-LESLIE Mixing Colors CMYCKMYK PUBLISHING Hippo Photo Hunt Carnival of Animals THE EARLY CHILDHOOD COMPANY Materials ABC Patterns SWSOWP OP www.investigatorclub.com • red, blue, yellow, and white modeling clay or Materials Materials LI_A Prt_020-X_#2_Final.indd 2 • children’s clay hippo statuettes • cassette or CD Carnival of the Animals by NUMNUBRMSB_RFSB__FSBT_RSITPR1I3P 13 dough • butcher paper Camille Saint-Saens AcGtuiviidtey • shallow foam trays (clean meat trays) • paints, crayons, markers • cassette or CD player • tools (paper clips, plastic knives, rolling pin) • toy cameras, camcorders • pictures of animals from Carnival of the • large cardboard box “boat” Animals (lion, chicken (hen and rooster), 1. Place clay of a different color on each tray. NUMBRS_FB FRONT Visit http://www.nationalgeographic.com/kids tortoise, elephant, kangBarroiod, gdoenkTeoyws, eanr,dGlenn O. Coleman, 1929. 2. Invite children to take chunks of clay of two or a similar web site with children to learn more cuckoo) different colors, such as blue and yellow, and about the hippopotamus. Then have children Oil on canvas, 30 1/8 by 25 1/8 inches. (76.5 x 63.8 cm). work them together to make a new color. help you create a hippo habitat. Line a wall with Repeat with other colors. butcher paper and together draw and color Show the pictures one at aBtriomoek. ElynncoMuraugseeum, Gift of Charles Simon, 60.35 or paint a river and tall marsh grasses in the children to name each animal, share what 3. Have children then use the clay color background. Arrange the clay hippos against mixtures to create their own hippo statuettes. the backdrop. Then invite children to imagine B r idge Towe rthey know, and imitate the sounds the animals Art Print 3 they are observing the herd of hippos and photographing or making a video of them as make. Then invite children to listen as you play they float by in the boat. excerpts from some of the 14 movements in Carnival of the Animals by Camille Saint-Saens. As children listen, encourage them to guess which animals ©eRaocbehrt-Lmeslioe Pvueblmishinegnt “describes.” Children may also enjoy acting out the animals. NUMBRS_FB_STRIP 16 SWOP CMYK 10/27/05 1:14:34 PM Creative Art Prints (8) Investigate Math Kit BCDE F G The InvestiGator Club Theme Song H A I It was in Circle Forest S“WaidelcDoilmlyetotohoeur rfrcielunbdhso. use,” J That Dilly and JT “We’ll learn about K TWoesneteownhaaht itkheeywcitohuAldunsetiee. Our mission never this big wide world. ends!” Dilly’s Alphabet Song They came upon an oak tree. So come and join the club today Its trunk was big and round. With Dilly and JT. It looked just like a giant TLehte’srein’s-svoesm-tui-cghatheeroeurtowsoereld! . Stretched up from the ground. “Let’s build a tree house!” Yes, that’s our Dilly Gator. Said Dilly to JT. DTHBriyleylyilnspsignahgtieolierndcrgeofmhlrloeeecmrmtthtrbhieveeerarAwlptBohhCiascsbeh. eaot.nes to get So Dilly gathered all her She is Grr- grr- Grreat! To build one in that tree. friends She can find and think And in-ves-ti-gate! and make and do, ATBIthuptetolyawo’cdkheesbfonuomirtltheloeattishvmeooerufysfteuospnwbe.uaciisladdl ipot.lnaec,e, She can find and think and make and do, And in-ves-ti-gate! She can find and think and make and do, And in-ves-ti-gate! B, C, and D. Yes, that’s our Dilly Gator. F, and don’t She is Grr- grr- Grreat! A, She can find and think E, forget G. And in-ves-ti-gate! and make and do, H, I, J, and K. ay! They climbed the tree house ladder. L, M, N, O. We’re They turned to look below. over half w L M There were so many things to see N And places they could go. O Z P, Q, R, aNarnoedwthSyeoluasctatnhagtuDesilsly—will see? PTheme SP_018-8_Final.indd 1 Then a great idea came Y T, U, V. To young Miss Dilly Gator. X What this world could use Which Is six InvestiGators! WWYe,islXl,D,yYiol,luyaarnendmdZeD!milblyekrnwohwicthheonaelps htoabgeett!? ©Robert-Leslie Publishing LLC All logos, characters, wanitdhopulat cpeenrmamisseisonaroefttrhadeepmubarliksshoerf.RAollbreigrth-tLserseliseePrvuebdl.ishing and cannot be used W ©AalnlRdloocgabonsen,roctht-abLreeacsutlseieresd, Pwanuitdhbopluilastchpeiennrmagmisesisoanreoftrtahdeepmuabrlkisshoefr.RAolbl reirgth-LtsesrleiesePrvuebdli.shing LLC RQ 10/18/05 6:20:05 PM V UTS Family Welcome Guides (20) Untitled-1 1 11/18/05 4:57:06 PM Song Posters (2) and Dilly’s Music and Movement CD© Robert-Leslie Publishing. All r ights reserved. Untitled-1 1 Dilly and Friends® Lapbooks (7) and 11/18/05 4:52:01 PM Dilly and Friends® Read Along CD 13

www.investigatorclub.com • 773.935.8358 Assessment and Intervention Science Read the Story The Assessment and InterventionRead aloud the text on the inside front cover as children look at the >> HYSG-16 cover picture. Invite children to answer the question. As you continue reading, have children:son or from any of the choices on System helps teachers:pantomime what they see in each picture. ELL p activities. ••• Ipnmaremdpeiclttehwemhfaruteitthnsetthteeaxbtnowydililssduasyoinbcgefufoorrmehiitseissnnreatackda.. uthentic Invite children to share ObserveMaterials performancethe names of the fruits apple • MaaskseesCsmonennetc. tions and in their home languages.•n, knife (teacher use only) •AfItnercrelauddinge, ufsae mtheipliicetusresinto hthelpechailsdrseen rsescamll theenintgraedniedntspthleanningIEPpNrootceesses. •cDhPraawrlta. eHnyaevsde, acinhfifeledarrre, nea nnhaatmnidae, ttahemindgosuitthhn,esayntedrnujaocynotsseieoeiinnngt,hfheoealerrfintegco,atluocmuhcnhiocnfgha, ild. •• a n dBruno’s Buzz: My Five Senses •tasting, and smelling. Record their ideas in the right column. • P l a nchart paper and marker U tilize intervention strategies to further develop skills.pple. Ask: How would you describes not know what an apple is? Cut the • Literacyce to each child. Guide children to use • C ommunicate assessment results with families, pple. b(yoAeysn)usWaehdlyaintzmethaekasenssasycoke.usAtsshkim:nDkietdhntahttewrbaeoyy?sm(uHalektuessheaedanflrtudhiyt. cfForhuoiditlicdshhroeeiacelntsh?’ys.) portfolios.Rmeocdoirfdicantaiomnesshaenrde.e?e? Read the aSdtmorinyistrators, and other professionals. • •Let children loionkfaotremachaitliluosntrattioon mandatkaelk aabdoujut ist.tments and improvements.make whe>n> youHeYaWt Git-?1 Read aloud GooAd TshsiengssYouth’reeNeotfafen cOtcitvopeuns!ess of their own program and use the children that they will read about a boy epares a healthy snack. • Pause after each “It’s a good thing . . . “ page to let children predict Researchhe choices on what the author will say. IRA and NAEYC agree . Track the print as you read the title. that preschoolers neede’reboNyo’tsaenyeOsc,tofipnugse!rs, nose, and ears and •• HUsaevethcehiilldlEurevstneraprtioyoidnnstaotoyuttCethahcehebtochyke’suvhopecaaslbthuylahryabwiotsr.ds. to meet these standardsaprutsisoraspsicotcuiraeteodf awreitahl. in preparation for se his eyes, fingers, nose, mouth, and becoming successfulerdkt’ersarswreinagdptaopefirnd out. Make ConnecChteicok nUps readers: “knows that it is the print that is Look back at thWehlialestchfuilldlrsepnrmeaadkeincothnneebctoioonks,annodterethvieefwolltohweinbgo:y’s read in stories . . . activities. Ask childDroeens toheecxhpilldaienahsiolywcodnoniencgt bthoedythpianrgtssaonnd tsheenseesp? ages demonstrates via questions and see ver t(adkreinsgsinagbaapthp,rborpurDsiahotieenslgyt,htreeidecithnhigl)dhinceolanpnsceatcrht esbemoadtsy, tepaaayrttihnsegaanllutdhnsyce.hn,setaskwinhgenapnroamp,pted? comments understanding taste probar Continue by sayinDgo: es the child need additional time with the concept? of literal meaning of story yum sabroso being told.” • tTheellsaebtohuint gasAA.tfnitmeercedthowetahlelesNnsooytneo,srueFccooorrmmd npaonlatdeisnpleaabdcoeauibtt ioenauchthishcoahrvilhidne’sgr pptrooorgtdfroeolsioso.onne tohfes (legs). Say: This is • What will you say the next time someone asks you to get dressed, ter. Do you think it use the car seat, or take a bath? (Children should refer to thedo if you could be problems the animals in the story would have.) Assessment but they are about Show children the chart with the names of the animals they would like Healthy You 123best. to be. Ask: Would you still like to be that animal? Why or why not? Note children whose SWOP drawings show an SWuwnhOdaPet rrsetapnredCsMienYOKngGEtP-os225f04a005-1-1705-L0-1072E9 OGP 2005-10-017E Pass out drawing paper and letVersion A - Healthy You - Teacher Guide healthy habit versus an CMYK E-2540-175L-029 children draw pictures of themselves unhealthy one. Record practicing a healthy habit. Invite Read the title and them to write or dictate a caption. your observations asThen ask: anecdotal notes.hes)ving a hard timeAsk: Which animalon chart paper y it is good to Back to Table of Contentsga

Pre-K Beginning of Year4 At-Enrollment Family Survey4 Assessment of Emerging Competencies4 Individual Education Plan4 Class Record End of Year Assessment Box4 Assessment of Emerging This comprehensive system includes formative assessment tools for use in Competencies determining a child’s progress and guiding instruction.4 End-of-Year Family Survey Assessment Card 21 Ongoing Daily Options Eb�fpEI�blm�li^hfpv��fk^edq^��sftqkedffqp�e�c�arelkfdp+ �� _^iEi+b�fIpl�Elmbhi�^�vfp^f�kqd�e�^qsteffkpfq�de�a�lcerdf�pk�+ _^ii+ Assessment Card 21 Anecdotal NotesAssessmentandInterventionSystem The InvestiGator Club™ Prekindergarten Learning System © Robert-Leslie PublishingLiteracy: Print Awareness and ConceptsObjective4 Assessment Cards with The InvestiGator Club™ Prekindergarten Learning System © Robert-Leslie Publishing InRtIeefcpTraacUSihvcroscdecteehur.ocn•AidroblhheD•rdnTet3mnieriioa2C•iaalnoi•.ne•tndiglomce.lewocCkrAFrygeFoh1RghoanndaizosaeeieewDntn.encrekssoNmn.eRwdDRvdahaceidimSeIysntItetsndfmeiopohhthutstswttrtwodeahprlciohsp•esertt•eobdnt•noroo•haer•uahoPelu•lteWtnaoSaccatrtYPnoreeLcioerLltnidochhysnhlotniydohoocpeheieotttficabiioncbepgsitintrfslalistaocennrdgdh’ttahjcuutrpjossaetsoeokeaahtt’ehilsiatttislcAeltdcnrtccnseeodtoewbagthwpsetchknokitna’iteIoesotvaaeiasvinfepohtttwptwteonrfttdreceo.choorhoathecdereltpddoaonolithdweeaiteotont.nhrrorhmbchnhdniusniedwlwtldteteneaedheiclna.sftoaro.ttctodiaeosrloeSnhpIgknftriosngtucniaNsnhabgetd..onoTkmeuedolsmvbyauoShsidrdiaErrCil:nonyourttaletretiicotn,leeIWeevthloyfoascdhyasncEgsiacrne:iokspdctboonhelnhdmthtwssFiotruoeoaecnsggidhtoeInliRhahoaoendsusndlestritiDclsieimctrtsmhvndblaaIfi.edocphwdciheheyseolnIeoTarpborfoin.oDsoaiyeolshrttndriAvterfmdactius_otuneadtsorndOeeilpiro_s?_edudgsmiNudd..sselttn_nso_oOmrc_ladoas..p,dloDe_ebr_a_fpisanEebtoDirIeton_Swats_b_hbitepholdodjMjdo_irCsreckit_depe_eoonaLDreairederm._in_emn_mticLtmaeDifduucyain_eabo_etohn_tcgac1itonCnkeAel_tdile_ttomor_hGeahdtOnocvu.t.amicn_ra_srhni_rptgineraieeegnuDruienn_csott_tlstk_rTetSarsmdcvsn:aoul_oteedbit_iin_i2ehAttnroyotsnic’ec_moabsi_ware3r_Costhsa.1oopbhgtaO_arirst._gsod_Lto.5codRteny5ahnslmpl_etmr_eit_aa1l.Atnwee–ac•rueBlT_roeoiA_rh•a_TscpsNctymR–nvssr•seisetic1haL_DcCha_o•lbhv_inhmbeoLeauniR•ktJe5eanPm,yi_odt5ce_a•aca_roiSoetCOteonaliynhEWrnoc_tidttholdotg_hfataet_tPDutohppdvmdleuiwugovtcmeComh_euuya_o’pTiaiwkCCeC_arhoTtOenoshac?se.hna’frIrw_lyizgr_enOs_nRtpophihlrhrecEiysScleinurTsodiarartete_onitnoc_roonUn_.opcBoldasoleiuhbreeceseipcelru_lotdvSsan_uItewR_orithtfipeluaomldurreatsctarnshsano_aiyofVd_yenSthd_hptxtecd_rrnbtdNepkmtortgnse.ddith_oiitwted_tisIr_oet’hcng_enelIoteroelhgElaierErse_todntbrfie_spaontoh_ierIseo_usoigvfvagitednnnsh_isni_lemeaSecroa_naRsstrlfen_heNatneddarltcteeesde_tyaie_tnhea.o_sscvctglo_dtngnemeidtgtor_icoVawfso_nlsahdt_kdnitn•oehE_puoatwtaYnttslre•h_ugo_hmrssnpip_.o•d_ecAatasofRetodF.leiiSeaVt_toS.fm._ihetFldoe_mentSa_doro’ttnlCtitrrarceoiii._nesT_ditne’e_noesciorn_doaceIiinosc•otocmqo_orgd_aeingd_.mhrrdugpn_eIcPkDhymtsls_eybdu_nnClcii_mvaatn_asshAtOre_ie:i.nalg•oohm_.j_uelrwei_eeoaScdct_rouecaetE_atadpgttlhe_ootihrtTyw_piCRno_eti.ssrseo_nohhhNnc_obaretnileoShba_oopastIt_kNrwntenc_l:ilptWe_rptd_oceecti.uheoespal_iciltd_eeternetreat_wiAs_voetckat_ihostiilnamhmAohoh_tttsuteC_harsta_taseaeisatho_afthoe_dfongwic._hoeTaa_bitawcLttlp_soetntdnc_wnleb_lEeorpeIeth_iegct_icdrd_jahahit_rthevd.gt_tcoHtiij.endTf_nehbtheso_hoaDs_tceCvn-_neealic_eeeoenfiIh_cte,_iepmtweocrhe_reti_chfpr_ondantlu-tO_dgto_trAraA_ytrttduof_siiiricaytioir.osh_sllciotiv_nop_clth_iddnhErvnyc.soitNtth_treei_riTeletg_nIli_eoirh.aee?moedb.tltamtsn_nt_iaho_r.._OWilrTetonsncoDuen_wiaa_iogc_ceae_TwLoynodatGdscn_brt_gotkh_nohi_ndbeeiitscsIpoeet_uaii_tctusr_di_i,hvsanuTedheoethpotd_plihi_tae_ha._diiodbacrenngitn_rIdn_toi_Dwnrs_ogDttee’lielosc_Otc_sohnuo_dvahn_frernieuNsltoe_o_netee_Coumlie_tafotanoNs_trrvp_ool_cognald_flDhrvorduldSc_ae_.o_oote’dsd_mtioewpSenul_sneteshe_l_Skr_dewinaotur_.nsgsd_vlbto_eia_tNlitnbttlhp_peIde_nitra_sloro_wryRwFnndso,feI_aerm_dolc_tyi:_aonmteoovgn_cphakoit_m_Ah.ti_rimWtrvicwoonp_eof_n_add_hkteim_roasioenpe__tnn_temua_seahihn_snftrsEeil_?a_t_ststbny_hdipedottatha_noes_g_sdi_hhE_itrneednl_esmthg_e_nigt_iaeiu_enatcanDs_hed__easl_Itsnyc_l.gienn_adrp_es_tfctht_aso_rdooRla_oimmc_l_hhea_eiiig_touobnlrmsd_ee_r_ed_sanimm_unhbyujel_aed__cs_erdd_Ltpid_noeden__oxaad_cA_ei,ili_istf_r_at.ttgfd_rret_davsIis:o_kd__mvdDe_s_mnsBseir_eai__ne_aT_peneitlecto_iaans__tS_reneb_hTsraoe.mrat_agl_d__otdc_nsmttehoohedk_hcn__aeh_hm_ectoseuueek_r__ie_ndior_emianonnntdn_ea___e__cciacvpoocd_gsp___olsni_he_hiacntarfmhtln_.u___n_Sot_oaiho.tiritnttn_i_l__lgl_saht_imrlRCdEdgtaen_u_tdh__twso_ts_erhxeyl’e__wh__t_da’.oseiSp_dapossela____f_to_iifmsoubeopreecaed_t____ptt_wdickdyoryalo_r__s__ntecrliiool_o_s__irntfe,bpiumtetka_r_su_swhngdyforoat_s__oriaactiiitrcgmk___psonaenlherethih__c_yrontigapisut__L_itln.dwnhlde.r_e__ssatifge___stvnonemtar___etdargtstlt___odolahottum___oemru,eaka___rgrodgiyn_a__sigiv.eei___ttdmhe.es.___tsr:r___i.iel_a__laWea___lrsfd___iatt_i__aitnte_c__togsh___ THE EARLY CHRPILDOUHOBBODELCRIOSMTPH-ALNIYENSGLIE Intervention Strategies The InvestiGator Club™ Prekindergarten Learning System © Robert-Leslie Publishing Concepts Assessment Card 21 PRESERVING INFORMATIONLiteracy: Literacy: Print Awareness and4 Anecdotal Notes Form the files in the4 Narrative Progress Form ConcAeSSpEtSsS_038-2L_AiAtneescsrdeaostcaslyNcm:oAhteePtistlnr_daFitnc’inashatn2pAdtAoh2wIsrentassfteroeeesrlvinsnoemeonfsteotesinorsantltanCoStdayersrreCdtealoem2nnv1aaclneystpiwtss. ork samples, photos, THE EARLY CHILPRDHUOOOBBD LCEOIRMSPTHAN-YILNEGSLIE4 Individual Education Plan audiotapes, or videotapes.4 Assessment Notes and Awareness and Place Checkups Print4 Assessment Portfolios Assessment and Intervention System THE EARLY CHILPDRHUOOOBDBCLEOIMRSPAHTNY-ILNEGSLIE 10/15/05 4:42:47 AM 100 Performance Assessment Cards and Authentic Assessment FormsPortfoliosWrkkeoeehpfPdepeearwhprdpeacprtcacyoigthhirishicwnonwisnrrieettilamtitgliaidgocnridnnfpntoa-rpgt-agedhemgkmallunsdsiiasstgoRat,aisesoiodemdititreranetpoegeaprlsrrbpampireaoeiaonsrnsnrsos,noietdz.pdjokdneeiuhscmatdrtaytgesssotrpciairocoomeanrrdltses,fsfoaflioicpofioehmrnitstfa.okoFPlceirtohhochschCloiocrlslhpiaoeecdcehltstmclioerhseomerwnlihudeltmseni-cdogtpohlicndoieerdtclnertrdroteigeirtosraoouonmogeevdasnrpoenrr“ggertngmaegearahehnsaarmeagiasncrelgIgosdecoadyonegtseaesumtngifebvirvsgindioslevoendtmjti.eteeonti/dsuiatiBdcna”aicaametitnneiithcutlisgnifsLnocsndteiopiiaelihoneluddvdrrtaherresdtioiaoeidtraiedoxonjinnnneceoaaougcctioocslonemerStthtrrdhragrstfdiaospaionlgndroco-trloroditeero’roisrutossneptsnidlnsaeys Vipnpciirdvnuooeedpnbsoopfltleotieigcamrttappatresienloaossdnylovoolaiununrtgtdiddo, rotnianromiqarluapaitrlinacydypwelariyrtohrAudiotapes© Robert-Leslie Publishing. All rights reserved. IOnlispsffbpiieoftmecrssoerilmheepsdmoriirsnllitfevtdlaidervfaialdsseoptv,Nteiroootfosuoopnrncbrioetertsnseieedspeissrnsrt,,ivgiaonsaannuptctediscotorihivaonnicfastttissteieoasbannocsdhoekrs-, © Robert-Leslie Publishingscionngvinegrsations or interviewsstorytellingthe playing of instrumentsCompleted Assessment Taylor enjoys playingFAINonAnFIrdasnaemCrsimvcCvreoeadishsdimtsolseiyutvtmpicaageSkellaeuilPtzNtinersiervotonotdesnotcgyeiEfreAssedEsssumssceeasrtsgimoinnegnPtlans music Marshall’s Self-Portrait62 Research and Professional Guide SWOP RCC-SYSTEM-TEAFC-H2E54R0R-1EO5S0GLOPUH2Rig0C0hE5tL-S1ig0Gh-1Ut-3I0D76TE9 RCC-SYSTEM-TEACHER RESOURCES GUIDE Portfolio Assessment 15

www.investigatorclub.com • 773.935.8358Math is everywhere inThe InvestiGator Club®! C hildren develop math concepts and skills through interaction with peers and adults. Hands-on experiences, math literacy, and daily conversations provide context for math constructivism, critical thinking, and problem solving. Examples include: • S tandards-based math lessons for whole groups, small groups, and individual children. Math learning centers and cards. •• M ath tradebooks and lessons on topics such as counting, shapes, and addition/subtraction. • F lapboard® stories to teach concepts such as part/ whole, counting, greater than/less than, and patterns. • D ata gathering/graphing to promote reasoning and problem solving. • Investigate Math Kit with manipulatives, counting and sorting boards, large foam numbers, and an activity guide.Math: Favorite Wild AnimalsShow pictures of some wild animals. As children name each animal,say: Tell us an interesting fact about the (lion). Attach the picturesto chart paper to make a graph titled Our Favorite Wild Animals. Ask:What is your favorite wild animal? Have children vote by drawing ahappy face next to their favorite animal, telling why it is their favorite,and then pretending to be the animal as they return to their spot in thecircle. Show children how to read the graph by counting the faces nextto each animal. Ask: Which animal did most children pick as theirfavorite?Objectives Materials• Gather and use information to ask and pictures of wild animals• answer questions. • chart paper Observe, describe, and discuss the •• markers natural world.16 Back to Table of Contents

Math Investigate Math Kit ® Math and Sorting Board Number MInvesatitgahte SCtoruipnting Counting Strip 7085 639412 AcGtuiviidtye Counters MMeaesuarinsguSrtiicnk g Stick NUMBRS_FB_STRIP 5 SWOP Investigate Math Activity Guide NUMBRS_FB BACK CMYK II©SwSBBwRNNwo11b.03ien1r9vt-e7-5Ls89et-i9s1gl2-ai5e7to9-P2r9cu02lbu97lb--i1s2.ch0oi9nm-g2 Robert-Leslie Publishing LLC. All rights reserved. All logos, characters, and place names are trademarks of SWSOWP OP CMYCKMYK ABC Patterns NUMNUBRMSB_RFSB__FSBT_RSITPR1I3P 13 NUMBRS_FB FRONT NUMBRS_FB_STRIP 16 SWOP CMYK Math and Sorting Board with 2-Sided Math Strips (20) Measuring Tape Foam Numeral Dice (2) Pet Counters (72) MathLink® Cubes (100)© Robert-Leslie Publishing. All rights reserved. Foam Numbers (20) Tangrams (42) 17

www.investigatorclub.com • 773.935.8358Dilly’s Tree House™Family Engagement SeriesDilly’s Your classroom is humming with InvestiGator Club® activities that spark children’s natural curiosity, get kids up and moving, and engage them in inquiry-based experiences. But what happens to all that great learning when the kids go home?“ What a delightful Dilly’s Tree House provides robust components to engage program! The families through purposeful play, shared reading, andrichness of this fun and simple learning activities. Most importantly, you can now provide valuable family tools to stimulate meaningful conversations about the characters, stories, and activities children experience in school. Dilly’s Tree House is aligned to NAEYC, Head Start, and state family engagement guidelines. Awards and Recognitionprogram is in the H E R S’ C H O I C E SMsimplicity and A WARD LEfreshness of the TEAC NEapproach. A true F O R T HE FAMILYunderstanding ofyoung children 2016”is demonstratedhere. A R N I N G® M A G A Z I Dilly’s Tree House has been honored with the Association of American Publishers REVERE Awards for Supplemental Curriculum and for Beyond the Classroom; Creative Child Magazine Media of the Year Award; and Teachers’ Choice For The Family Award. —AAP REVERE Awards Judge18 Back to Table of Contents

Family Engagement 7 Family Packs to Match Classroom Investigations ™ Take-Home Pack Components Stick Puppets Tool box The first pack, Starring Dilly Gator®, comes with its own drawstring backpack for kids Meet ® Directions: 1. Cut. 2. Color and decorate. Stick Puppet Patterns to take home, plus a Dilly’s Music and LoassgUetnntliiasucdceprkeknDa,sypgtGoituhleoluuyper.5ihpdpUoeeoeawslt.fptsetntehoywraoefniruthstPhr,islmaactuhhnypoeidaplrdnalcihcdermeatsirfavtsaiketneyldf 3. Glue to craft stick. 4. Play! Movement CD. A Grea t u ® Meet us at Dilly’s Tree House !™ All packs include: untie L Cord eli a Bruno Buzzbee • F amily Play and Learn D i l l y ’’ G a t o r ® BHTMshirSoacrieayutumnlhmlppfpgedaieatnl:aveirsngHypotBge:orlo,ireiMtwuptttaeelsiaeceeelshylrcib:In:en1oPgI.vaaecstiasntotontiinGrniceagrset,o,artse Activity Guide ‘‘ Character Postcard BHTMeirorixaytmpnhlfgoedalr:aveinHyoBg:roe,iOutareseccestahob:dboSinecagrite,1onp0ncreo,blem • R eady-Set-Go Card sSmoulyvpsinetergrpieosw. er: I can solve • Dilly and Friends® • 11/18/05 4:57:06 PM Shapes Little Book S aMl aamn nayn d e r ® Cut owuitththPelasyhaanpdesLebaerlonwGutoiduespeaignem7a. th and art activities, such as sorting and matching You! Use • A dventure Shapers salita BHCMsiSoiprtuytymohprfSedteaqs:arv,upMyosao:orirsiweDctsceeeeLscrri:e:,llmHryIa’aespbmaPpelratinhad1g,s0gionod with your child. Story Kit Ro ausali sport. S t a ® Posters and Stickers BHCMmpiSoilrtiiyutukymnhespkfSedea,eqt:uahcvruoMmypeoam:orirswsieMw,tpsiefnaueaLsdrtrsi:cel:.hlhSryIiso’ps2cnaa1P,nnabisddahsla,leinntc,e •• K indergarten Readiness Checklist SRauossaalliittaa • Online resources C huc k d® Wo o May be used with or JT SalaMmaannndyer without The InvestiGator Club. Gator® BHCMsfiiSoieurhrxyutcvmpuihnlepeefredgratery:FhavfrttoeDeyhphoerr:iioriennogliSiwstgggeneteses,geps,,rirsnt:yhg:!ecMaeDImldaucaetgbdatnheheinntr,iasngfn2,ixd2tosoalsfe, ty © Robert-Leslie Publishing Chuck Wood BHTMthirlhoSriayaaytemuonrnhmugpfbgedauell:woauvearHnyoeipgBt:isrhoeoce,iJsuawtaaape,sncleetsabhurrb:yao:aioMvunrIeayngucltic1asntoyi7hngcnet,,cuhneee. r Bruno JT Gator Buzzbee® ™ www.dillystreehouse.com © Robert-Leslie Publishing BHCMIdinSoiarBreytutcmbuelhlpioefrzvedaneuze:FavertrNoAyipotan,re:norengfiitFwswtyoneBtetldeobhdesrirri:enn:kutWrg.gIaMercrieoyaniatnifisn1lont6Burglmem,ruaapnrtnoiion’sn, Dilly’s R e a d y , S e t , G o !© Robert-Leslie Publishing Dilly Gator ™ PlaayctQaivuintiiUdAcaieTapmknhssntidheAcLdeakpdsrDteviglnLpelutetscateheiaeaorSrnethyavaeiesrdotlnsa-keakulraosbritnnltvisstasircoalnooieolpeyuevussGpnnnslei.erCyrvGtwuse,icydoeobeaw.iiiuduaslrtaadhileriStsndsysmctPp,ktohehiolaynraSiarsyglyydhotepetoaaredrdre7pnylr.lepe.rdainrruws.sgtDSeileSlyiPnd’lgsfiagalSldylabyiutaMneshnraeYTitcgnedcnoTruoDK,mLb,epddoustredisaioeraaadhlreanaloLhtitletysaSmckhcrtenedonephle,aCaacbtbpuraeaimneGrnllanieudsusnnoHcpdsuaerptdndbGt.uscorxkGio.opy.dcSkdauppooueoSSeteenusiprhPPfudterimoeeMesdsspdtetreertuo.thPeae/ttirecocComapwePmglnpashapwuealkvdntiyupPiIatauthtlsgn.dehedysegaaeseeoovC5ieinrnmmcayreuatcu,s4ssdsdans.rtst7ata.eerittd4.actniokeGnkn,ne,uLs9ardtoet.t.waorrn Dilly and Friends® Dilly’s Tree House™ Poster ™ Great Auntie Lu Book © Robert-Leslie Publishing Starring ™ Dilly’s Dilly Dilly and the InvestiGator Adventure Shapers Script Gator® D illy’sMeet us at the Tree House! Club tells how Dilly and her friends work together Gone Investigating to build the Tree House. •• •• G aSDt oi l lry K i n d e r g a r t e n R e a d i n e s s C h e c k l i s tRDbotacJiotDeetuinThonboDlshTsSdl“tviiJrdwuat“ypGhlgelaiTrHiuheolYlonteoyihledaw?Gatsdaecyeosfhvcsn.kTtttwpasiIald?kethiohudeo’laeDg,Snvetotoseterenre.(LotslahheLirrdrt,hethHoklneroeDcwiiroteledaGwoyg,oiiayelsirotbemonolidinaapaasnilrrwhkdsractlkesklghoeeestongpoybhronalyede.aeaftd.kakneald”moohweou’,kdyltrBfseetsttalioSrreCsntotsetTunddekiGSAeosoj,thooesmrsoubudoeeath,awuiros:ebbeimacsrrledenlrDiaaonp.erSanohgtvokanntacspn,atodtaieeeJctogoeaghthesliihiTaeyolkdkkreltndtr!tpkrAeyi.eyne,rufl,et1r.tiuDwerdbau”sfwWssnwhddyBeao.Koprn,sanrisghiahn,pieWlorhtbnanno”t.tolaC.eneayiedalrtdlJhaoWgneiaksuhThacTradprd,itfscaceao.eehps”geaLrobrphokaehipldDfd.ulahdrtdoyIusfeoaa.ote.W.il’.hitawsndcodKdttstnrSlaGhTG1Dtool.e,ehdony)ansahndoerorbswTi.,arpegoeCedllionrhaoyntailtt“cia.avyacidoaHnoTeoswtlmoyentTkrthorykinetcudraamoni.suoAasAisewrrarggSvp,Keua,deltuCatrunltkehw,qeg.cehwcinelhningleostltloTuttiaihoy?oe,ohttllyB.dtnJhteyeattioiGacwTnWielre,ekheSrddnekuatiraBelaa’reoqh.JLrilkLsarse.okboenTceastuauuuhnewhse’taursngstws’sa.odoesseA.chltg”oetmr”eedthaonueeraHobshidkisen,n.ragifoees,ntsttYnhw)hiarekwveo’ptotser.e?.ueaLaJ)rsSTdausi(lthnskcniHot’lsghoieeitsnokeaesodzwegrtrtldyupuee,etdl?aaotdryhi.d(ooiPoSn)uiohutvrseegascYshlihtbototailSiuugSelpDtdatdowoprtie.rlrefeilyyis“ly?DndlpG.CSi(dnloIhlaoaPyenraw’gotnsdeshpasTeesdaeersisen:n1irb:es–tlHe4ouPsDelaLrayiWtmeMrraSiaTStOut1iRciEcnMscyigieMcanLtOaachSCtSpernPhtaEoolugSnaalImncuddoartyiEttaeicmaoiaeeaaxcigPnltansUcpcrieeoiatpnClotttlisr-tbiriofiaatonvvRtyleijonrtiiipedmanecteteUo-fdii1lcoiccegepnwLpsiwtooswnscss1icoad®aiUsn.g.nortoatomraetrdiinenIvmeetmoemrndnrireiedknsnsnaziaedapormntpeegmasmtafnnatnoerr,m.HalonmuttdrisDagchdegeitweodtdnfiabtateraeunKeyocupieaiaotasncdnottdsisdnesvpewsdhnhysrdciiedenisrisdercofsradermiomlf.teadaaisoaupepahrrlbgel..clcapinrlneseoosrleetatesamme.idSmisdnw,r.votnrs.nkeiseiisnttcbsltorieeinibetelacseeayorltehsstlartscar.sfsilahialltnaed1ynectndsr2ehrd1ae.drp1rno1oepr0ucar9oprgoemlh8pamrc7maieac6aettakei5nvinsdepP4Gmpg,arLl3aactaueaaicuogyilsatlrdnieirctsaoesnhetn,sie.ciedtykyae-erbrlnyabgscWeaehosgdoiinelddIrp’ekihmInltaoie!nytoah.gcdTehhsDsteakilnsillykdl’iDstalIolrsoTCdrcbesaIee,tenl!laeonbwdraatere© Robert-Leslie Publishing See Play and Learn © Robert-Leslie Publishing | Printed in the USA Guide page 5. Meet the InvestiGator TalkdhiaafofnbCewdoreulhSutnLtphieetsbtaeehafogyrerPoerPnalsmcharoGhee3yauysr,larioi1fktadnru1eeciedert.raencnrdhsdsila.dnd Fall Festival dthaeeplRqievPesuoeooaerpmdsslatteceaiomanosnrednde,nes.otdsaEhralxckagtpaopealrap,dmbitysnoo.autktaohtesakt ™ 1©Robert-Leslie Publishing PLAY AND LEARN GUIDE GoGnoenIenvIestigatiGnognAedIvnGeonnt2uereInvestigating Adventure Shapers©Robert-Leslie Publishing ® Gone Investigating Adventure nvestigating AdvveesntitguarSteihnS3aghpaAepdrsevresnture Shapers Starring©Robert-Leslie Publishing ™ Adventure Shapers GoSnheapInevresstigating Adventure Shapers 4 G aDt oi l lry©Robert-Leslie Publishing Gone Investigating Gone Investigating Adventure Shapers Fain lGl aFtoer sCtoiuvnatylD1ir.2eC.3cuS.t4ittS.5oapRo.ncrHeukseCateatadlthdprhedteohySwuoeSttuhhoSrtaerchycpnreiheCppirSatlrsdhroadoamlfsopninpueidtntdrhes,tiodshosr.eodncaeectrrhocdewrarybreidtecchftaaonCStraheaaraldytlpiombe1uereosf.snotearteroetn.pa. .ch Illustrators: Lyn Martin, Dan McGeehan 54.C3.H2a.R1e.rSeDd.SlppaCitrrwdaueeycthacotkhtdeouienoturohntcSpueshtcrthSrioltietdmphoteSrfpiyhatnSealChdodpaau.etrpdhrdes,esrooscinnonserootrch5erta4dic.hCs3r.tHee2da.Rcr1Sey.rSaeDadh.wSlpcpraCtiatdrariwdautpeaeynhcbthaecotkthtedareouCiimfelnoturfaloohontrecSbrpuedrseh.tcertheSrio1yltieastdmphooecoteSuhrfpeniyhantnSsealtC.hdtoodpaaaup.etrrpdht.rd.es,esrooscinnonserootrchertadichsrteedcrSyaahwcrtadaitpanhbetearCimflfaloorebrdre.ee1yasoecouhennst.toaprt. . All logos and character names are trademarks of Robert-Leslie Publishing LLC ©Robert-Leslie Publishing D12i.3r.4eC.5S.cuS.tRttpaHiCeocroeaaenkuldrasptdtdhttyhwheooeehuuSetSrtSoncthchrrhayipepiprlCtdoeSaarmhfsrlaidopnopsutdneedirdnt,tsh.hooesinsrocdecoteahcrrrareedwrycdibtctaheaStfnhCoaaaraeptrllidemybro1eefuo.osrsneteeatanorct.p.h. and cannot be used without the permission of the publisher. All rights reserved. www.dillystreehouse.com ™ ™ www.dillystreehouse.com ©Robert-Leslie Publishing www.dillystreehouse.com ™ www.dillystreehouse.com ™ IAlal©ulnlsRdltooracgbatoeonsrrn©tsaa-oA:LnRnIltlLeldldouybslbnsolcceietaehg©rMraunaoaAtPnRI-tsnarslloLuaeldloroueartcbdlbtsisoscntnl:etelbiagwdirs,rLenaeohtDyic-tnntsiPnoLuhhnaoaeuarsonagMmtssenbru:lbaMddlaietiLecesrsyctwttchhPneiGuhaniireunstrae,MheebgnreDpoadlaahtieacusrrmarwtatnhtmeindneiitrnMtehs,ihsgnmeDcsaoaGirauapomeentrenkeetrtMrshmhsoaaefocdainGstfrephseemRieeoetorarnhmpbar©aakudeoiAnsnsRIbrefllstldlomlo-iutioLhlsbfsocaehneetaRgrsrerknaooolptris-tn.esfbuoLAooetbearPhtlsfrlsnluite:lsbR-dirbLLheieopgyleecibuPnhssuhrebh.lutsaiMsreAliebrintsa-lrdlaPlgiLhecsreruswtethLieiesgbrniLi.rlnrhtliC,viheAgnstDesolhaPldauimrrun.netigbgestMhelhsiLstrecLasvhGCerpirendeeege.strrehmaLraLdvinCseesdmio. anrkosf othfeRopbuebrlits-Lheesr.lieAlPl ruigbhlistshirnegseLrLvCed. © Robert-Leslie Publishing ™ ©aAInlRllludolsobctrgaeaonrttson-Lroasetn:sdblLiyeecnhuPMasurebaadlrcitstwiehnIlrAiil,tnualhnD©lnsgoatladRormunaogcteoboaMtssnerhscrneaa:tGo-nrLLpeetdyeeenbtscrhrelmahMiaedauniarsePsrasemtuciidonbtae,nlwirrsDkohinstahifannomotghfMueeRtcsotGphabueereeebrphlttie-arsLarhnmedeserils.miesAiaolPrlnkursibogolfhifstthhsReiornebpgseueLrbtrL-vlCLiesehdse.lire. APlul brilgishhtisnrgesLeLCrved. www.dillystreehouse.com ™ www.dillystreehouse.com ™ www.dillystreehouse.com ™ Illustrators: Lyn Martin, Dan McGeehan www.dillystreehouse.com All logos and character names are trademarks of Robert-Leslie Publishing LLC and cannot be used without the permission of the publisher. All rights reserved. ©Robert-Leslie Publishing Dilly’s ™ Teacher Guide Contents FEanmgialygement P arents as Partners TeGacuhideer • Family Surveys and Forms • Newsletters© Robert-Leslie Publishing. All rights reserved. TwHwE wE.AinRvLeYstCigHaRIPtLoDOrUHcOluBBObD.EcLoCRmIOSMTPHA-NLIY®NESGLIE •• L anguage and Cultural Diversity C ommunity Involvement • W elcoming all Children • Family Investigation Nights •• Implementing Dilly’s • Tree House Additional Resources 17

www.investigatorclub.com • 773.935.8358 Social and Emotional Development Happy The Social and Emotional Development Kit helps to build Kids Learn! an early foundation for valuable executive function skills that will last a lifetime. Interactive tools include:“ Emotional well-being is S tick Puppets for role-playing positive interactions. dramatically and positively •• Dramatic Play Scenes that serve as friendly backdrops for predictive of Stick Puppet play. not only academic achievement, • Dilly and Friends® Little Books and lessons that vary from but also of those in the Teacher Guides. satisfactory aexnpdeprrieondcuecst.i.v. eStern, R. 2000. “Social and Emotional Learning: • D illy and Friends® Stickers with accompanying lessons ”What Is It? How Can We Use It to Help Our Children?” and incentive ideas. • Outdoor Creative Play and Learning Cards to reinforce skills in guided and free outdoor play. • Activity Guide that offers 40 lessons and coaching tips to develop empathy, responsibility, sharing, patience, self-regulation, and more.20 Back to Table of Contents

Social- Emotional Dilly and Friends™ Dilly and Friends™ Dilly and Friends™ Dilly and Friends™By Lucy Floyd By Margie SigmanIllustrated by Drew Rose Illustrated by Drew Rose Dilly and Friends™ Dilly and Friends™ By Beth Alley Wise Illustrated by Drew Rose By Barbara Adams Illustrated by Drew Rose By Susan Blackaby Illustrated by Drew Rose LI_LB_D&CW_3PP.indd 3 9/30/05 10:11:41 AM By Susan Blackaby Illustrated by Drew RoseDilly and Friends® Little Books (7) Super! SupeDr! ramatic Play ScenSuepesr! (2)Super! Marvelous! Muy Bueno! Fabulous! Marvelous! Muy Bueno! Fabulous! Muy Bueno! Marvelous! Muy Bueno! Dilly and FriendsFabulMouasr!velous! I can! SSuuppeerr!! Fabulous! ® Way to go! Super! BEE-utiful! Stickers BEE-utiIfucla! n! (c2hashraecettesr)of eachI can!Way to go! I can! Way to go! FFaabbuulloouuss!! Way to go! BEE-utiful! BEE-utiful!Dilly and Friends® Stick Puppets (7) MMaarrvveelloouuss!! MMuuyy BBuueennoo!! Fabulous! Marvelous! Muy Bueno! ® Activity Guide II ccaann!! WWaayy ttoo ggoo!! BBEEEE--uuttiiffuull!! I can! Way to go! BEE-utiful!BEumilodtiinognaSloSckiailllsandACTIVITY GUIDE 10/11/16 10:08 AMSEG_280-6_2016_Cover 1.indd 1 4 Outdoor Play Card La Raspa: A Mexican Folk Dance 2 ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Activity: Children learn two simple dance steps. Learning Modalities Easy Challenge 1 • Musical • Bodily Kinesthetic Explain that many groups of people or countries Some children might be ready to combine the • Spatial have their own dances. Help children relate steps they just learned with other dance steps, such as walking in a circle with a large group. Content Connections 1 this to festivals, parades, or shows they have Or, team up more proficient children with Language Arts, Music and attended. Then ask them to find their own others who need more modeling and practice. Movement space where they can move without bumping into anyone. Have children stand in a large circle, holding What You Need hands. Play slow music, and have them practice • CD player and music Have children stand with their feet shoulder- walking around the circle, maintaining the round • tall mirror (optional) width apart. Stand with your back to them shape of the circle. Stop the music, and have • playground equipment (optional) so they can mimic your movements. Model children drop hands. Have them join you in••••••••••••••••••••• how you hop in place and land with the toes performing the hopping steps they learned. Physical Education Then play the music, and repeat the whole Some children might need to hold 2 of your right foot pointing up and out slightly. dance. onto a play structure for balance as Hop again, shift your weight, and land with the they practice. toes of your left foot pointing up and out. Per- Help children express the sequence of steps: form these alternating hops, inviting children to I hop and land on one foot. Then I hop, shift my join in. Encourage children to hop or clap even if weight, and land on the other foot. they cannot perform the alternating movements. Allow time for free play. Encourage children If possible, have children perform the steps to make up their own dances as they play. 3 in front of a tall mirror. Help them identify changes they make in their body position as they hop and land.© Robert-Leslie Publishing. All rights reserved. © Robert-Leslie PublishingROBERT-LESLIE PUBLISHING THE EARLY CHILDHOOD COMPANY™Outdoor Creative Play and Learning Cards Dilly and Friends®(20) and Guide Plush Puppets (optional) 21

www.investigatorclub.com • 773.935.8358 Spanish-English InThve estiGator Club Prekindergarten ™ Learning System Prekindergarten Learning System Spanish InstructionalCSPoprmoapgnlrieasthme With the addition of Materials Teacher GuIde the Spanish Instructional Materials, the Prekindergarten g¡Muesletear! Learning System provides a comprehensive Spanish Spanish Instructional curriculum. Vocabulary, Materials Teacher Guide literacy, language, math, science, and social-emotional Learn how to use the Spanish Instructional skills are developed Materials by following the instructions throughout the program in in this guide. Also includes translations both Spanish and English. for multicultural tales, vocabulary, and assessment. El Libro Grande del Alfabeto Introduce children to the Spanish alphabet and build phonological awareness with this giant write-on/wipe-off flipchart. Lessons and interactive activities are provided for each student page. Family Welcome Guides (20) Keep families involved in their child’s learning. The ™ el lugar para los jóvenes estudiantes curiosos® ® niños aprenden Guía para la familia estudiantes curiosos® Cortesía de: GuíaCpoartreasílaadfea:milia Place your school label here. Ponga aquí la etiqueta de la escuela. Just for Threes (single copy)22 Back to Table of Contents



www.investigatorclub.com • 773.935.8358Adaptive Learning KitChFilidrsret n Support children’s strengths! ™ CPhrielpdarreinngwittoh WSpeleccoimaleNeeds•••tbIhMn•Ioden•dwctoauIciloscmc•PRrkukhfclrialteluottgiaer•sewdlhadpaAhGonrpaocCds,nsamesiaetwlestgsaslIstavsapeesinetonteusinayirhtmreyhpytnhetdmdrcrohrcosrbagho.emoeiitmoleeteoeecaolsu,ieAdeethueolltltcortmwbibmdrteooonuaflelctml.heictgaaeirabekrphtgtraeeea.hxaiepknnersi.errorpirrnss,pistalastaeasddowl.dgnopeslreitapearnrelAroluorearalteeeerr,annvheieteiorflmra-cavolesuecd,tnsesdepamieochnsdhrfnn,ssaig,dlyhersntniedyoiabaclinyhhlapstigladbeyccsunliotiun—aaodceeibhoitott.rlennavtihndohwtacslrfrinieheleeoeglniwaiiyrec,dagilfqatydenroetdgroaicowlehbcuyenrssfuscrnhnwcrlpewove,oofhcordtdiecboeeersoclhociriirhodaocptoilrlertkrikammedhslhymubaiRcrltasdalsltedadredlstiserseudsealetcndnuadtsabirsa.ownlihthesicyccafvrdiadoAsgsecea.oeenahetirtaihaifedutitsssoortnriohibcoaiilttcdsa,tniomedgohonotniorepfbctlirenrefbisvuthcamClsceilthaaaliberleoytnehtitienu.abseytlnmhaieaoieiyenHcdrnlinreccwawdkl,coswtnueideiehoenelstSnruifainiroqeemhtterdaceececlash.hifounddhiencrsehsncPeoeatrisalarsdiihiphwidbodsrnnotalrtpnrodohemieeneagttoaaioegbtvioftecrnhimhsscncetiopEnccrtadhtogilepen.yohooaotal.vseemhalrretlmiskaspiDsa—lsnlcestbdsnnceeecduerhrmwywooeaatcioooragiiniwaisemrlohnicauonlgaedtnc,scedkachalnm,ltlrkahtlussdsyeigniuaetnt,s.sniloyepsrcaci,itvreeosvwoPedsenlhesass.eyid,reer The Adaptive Learning Kit was Prekindergarten Learning System The InvestiGator Club™ Prekindergarten Learning System © Robert-Leslie Publishing created for educators who work with children who have a variety Welcoming All Children of developmental or special needs. We Can Do It! Invite all children to gather around and listen as you read aloud We Can Do It! by Laura Dwight, a book that celebrates all the things 14 Welcoming tAhllaCthcildhrielndren with disabilities can do. As you read, have children Resource Guide talk about what they see in the pictures. Then use We Can Do It! as a springboard for activities such as the following.“ Inclusion, as a value, supports the The InvestiGator Club™ Prekindergarten Learning System © Robert-Leslie Publishing • Celebrate the things children can do by creating a “We Can right of all children, regardless Do It!” photo gallery. Take pictures of children as they reach of their abilities, to participate milestones and do things that make them feel proud or happy. athcetiirvecloyminmnuantuitrieasl.settings within—Division for Early Childhood position ”statement, endorsed by NAEYC • What’s it like not being able to see? What’s it like to use a walker or a wheelchair? Let individuals play the part of a child with a disability to better understand it. Afterward, have children share the feelings they had during the experience. • Gina likes to play in the sand, Emiliano likes to race in an out of the sprinkler, and Sarah likes to help make dessert. Then play a game. Invite volunteers to pantomime something they like to do, letting others guess the activity. • If children could talk to Gina, David, Jewel, Emiliano, or Sarah, what would they say? What questions would they ask? Answer their questions about disabilities simply and honestly. • Remind children that Sarah’s name is on her chair in Braille. Explain that Braille is the way a person who isn’t able to see can read and write. They use their finger-tips to read the patterns of raised dots. Show the Braille Cards, letting children feel the letters of the alphabet. Help children spell their own names in Braille. • At school, Sarah likes to play an instrument and sing. Jewel and Jazmin like music too. Invite children to make up a song or a dance about things they can do. The InvestiGator Club 15 Adaptive Learning Guide This valuable resource provides lesson modifications for The InvestiGator Club® lessons. You’ll also find information about children’s varying learning styles and practical suggestions for how to accommodate them successfully in your classroom. © Robert-Leslie Publishing PK_Adaptive_GC_FINAL 12 8/21/07 3:09:30 PM © Robert-Leslie Publishing PK_Adaptive_GC_2PP 24 © Robert-Leslie Publishing 5/14/07 12:04:42 PM PK_Adaptive_GC_FINAL 12 8/21/07 3:09:30 PM ABC Game Cards (81) Children can practice letter recognition and sound/letter correspondence as well as sign language in a variety of game formats for different learning styles and special needs. Challenging activities for gifted children are included. Back to Table of Contents

InclusionBraille ABC Cards (26) Dilly and Friends® Finger Paintbrushes (4) Mini Easi-GripThese plastic, easy-to-clean Stick Puppets (7) Finger paintbrushes allow Scissorscards provide tactile learning children with limited finefor children with vision These sturdy and appealing motor skills to use their These Easi-Gripdifficulties, as well as for stick puppets are perfect for fingers to write and draw scissors make itthose who benefit from developing communication without holding a pencil, possible for allusing various modalities. and social-emotional skills crayon, or brush. children to practiceBraille Cards are also ideal as children use them to fine motor skillsfor children with autism. role-play and express their and participate in feelings and ideas. individual and group activities. Singing Sounds CD 1 This upbeat musical CD 10/28/15 4:28 PM gives children lots of practice with difficult boyENG_SP_VOC_001_Rev.indd 1 speech sounds and niño language patterns. © Robert-Leslie Publishing Teaching YoungTrade Books (3) Vocabulary Cards in Children with Autism English and Spanish withUse these beautifully illustrated Guide (100)trade books to welcome Professional guideall children and to increase provides information These illustrated cards teachawareness and sensitivity to and techniques for vocabulary and concepts andindividual differences. teachers, parents, and are valuable for developing paraprofessionals who communication skills. Find teach children with fresh new ideas for active, autism. high-appeal games that suit multiple learning styles.Outdoor Play Cards (10) 1 Outdoor Play CardRecess and outdoor play Chariot Racesare important for children’ssocial, emotional, and physical •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••development. Outdoor Activity: Pairs of children pretend they are a chariot driver and a horse.activities help develop grossmotor and spatial skills. Learning Modalities Easy Challenge© Robert-Leslie Publishing. All rights reserved.• Bodily Kinesthetic © Robert-Leslie Publishing• InterpersonalIf possible, show children a picture of a chariotHave children decide how long the race track • Spatial will be and whether it will be straight or oval. 1 driver and his team of horses from ancient Then have children set up the race track using Content Connections times. Display two brooms, and explain that traffic cones or by drawing a track with chalk. Social Studies these will become chariots in a chariot race. Invite two teams to stand so the front tips of What You Need Ask a volunteer to demonstrate how he or their brooms are behind a starting line. Ask • brooms she straddles a broom and pretends it is a another child to be the starter. Be sure children • chalk or traffic cones galloping horse. Let children practice individually know where the finish line is, how many times • picture of a chariot on brooms first, allowing time for free play. they must go around the track, and any other ••••••••••••••••••••• important information. Physical Education 2 Have four children form two teams. Partners on each team share a broom. The child in front Children waiting for their turn can cheer Help children coordinate move- is the horse; the child in back is the driver. on the racing teams. If there is time, be sure ments on the broom by having Partners will have to talk to each other about partners trade places so everyone gets a turn them step forward with the same how to coordinate their movements on the as driver and as horse. foot, and skip-hop the other foot broom. up next to it. If some children want a different partner, take Make sure everyone is actively involved. Chil- time to talk about hurt feelings. Suggest that a child help his or her partner improve by 3 dren can be the horse or the rider, start the practicing more or by trading places. race, give play-by-play commentary, wave the finish line flag, or act as a coach. ROBERT-LESLIE PUBLISHING THE EARLY CHILDHOOD COMPANY™ 25

www.investigatorclub.com • 773.935.8358 STEAM and Literacy Challenge™ I n accordance with NAEYC recommendations, Robert- Leslie Publishing now offers STEAM and Literacy Challenge™ to make sure that ALL young children have access to appropriate resources to practice new skills, and that children are consistently challenged beyond their current mastery. STEAM and Literacy Challenge is a curriculum supplement that provides advanced learning challenges to four- and five- year-old children who are developmentally ready to advance to emergent reading and writing experiences, as well as to explore higher-level thinking and approaches to STEAM. Rain and Snow by Scotty, age 526 Back to Table of Contents

PreK, KComponents100 Leveled Readers for emergent and early levels A-Fprovide scaffolded reading experiences for young childrenready to read on their own or with help.Teacher Guide This resource guide provides stimulatingactivities that correspond to the existing lessons in eachPre-K Investigation. Math, literacy, phonemic awareness,phonics, science, and writing activities support the learningfor every Investigation in the core curriculum.Inquiry-Based Learning System ® STEAM andLiteracy ChallengeSTEAM and LiteracyChallenge GuideSpecific book titles and components are subject to change. 27

www.investigatorclub.com • 773.935.8358 Get Ready for Get ReKaidnydeforrgarten! ™ Kindergarten!MSLteeaaenrtdnKainerdgys! Put on your backpacks! It’s time for Camp InvestiGator, where you can give children a jump-start InvesCtaiGmaptor on kindergarten by meeting key TEACHER GUIDE standards in all learning domains. • 2 0 daily lesson plans to meet the typical summer school schedule, including full or half days of instruction and assessment • O nline Investigations to supplement the basic program — perfect for summertime • B asic kindergarten readiness skills • Appropriate for struggling readers entering first grade in the fall • D ual Language and differentiation ideas to meet all learning needs • C ompact size and affordable price for family daycare and homeschoolers, too Summer School! Jump Start Kindergarten! Intervention Programs! Family Daycare!28 Back to Table of Contents

PreK, K ™ dog goldfish Oral Language Card 44 Get ReaKdiyndfeorrgarten! hamster turtle InveCsatimGpator TEACHER GUIDE OL_036-6_card44_Final.indd 2 ROBERT-LESLIE PUBLISHING Untitled-1 1 THE EARLY CHILDHOOD COMPANY MMMuMuMduMduududPdPdPiPiePiePsiesiesiesess 11/3/05 2:20:14 PM © Robert-Leslie Publishing cat 11/18/05 4:57:06 PM 11/3/05 2:20:08 PM OL_036-6_card44_Final.indd 1 Math and Sorting Board 5Number 3 SCtoruipnting Counting Strip CountersII©SwSBBwRNNwo11b.03ien1r9vt-e7-5Ls89et-i9s1gl2-ai5e7to9-P2r9cu02lbu97lb--i1s2.ch0oi9nm-g2LLC.Allrightsreserved.MMeaesuarisnguSrtiicnk g Stick NUMBRS_FB BACK All logos, characters, and place names ® are trademarks of Robert-Leslie Publishing MInvesatitgahte NUMBRS_FB_STRIP 5 SWOP CMYK 7085 6 394 NUMNUBRMSB_RFSB__FSBT_RSITPR1I3P 13 SWSOWP OP 12 NUMBRS_FB FRONT CMYCKMYK AcGtuiviidtye IllustBryatJeodelblyynRCeigcgciiearHelolilladay Get Ready for Kindergarten! includes:© Robert-Leslie Publishing. All rights reserved. T eacher Guide Dilly’s Alphabet Show Lapbook • Dilly and Friends® Stick Puppets (7) • Dilly’s Alphabet Cards (26) • Superhero to the Rescue® Lapbook • Investigate Math Kit • T rouble at Triangle Beach® Lapbook • Los Pescados Peña Art Print •• B runo’s Buzz® Nonfiction Reader • Hippopotamus Art Print • Dilly’s Music and Movement CD Mud Pies (6) •• L et’s Investigate! Flapboards® • Bruno’s Buzz® Nonfiction Reader and Flap Fillers® The Shopping List (6) • Oral Language Cards (64) 29

www.investigatorclub.com • 773.935.8358 Just for Threes encourages cognitive, physical, and social growth. Components Just for Threes Teacher Guide The Folk Tale Classics Heirloom Library • A BC Game Cards with Sign Language •• T he Folk Tale Classics Keepsake • Social and Emotional Development Kit Collection • 1 00 English/Spanish Vocabulary Cards • L et’s Investigate! Investigation • The GIANT Encyclopedia of Learning •• InvestiGator Club® System Resources Center Activities30 Back to Table of Contents

Threes Nurturing s Ea ch Ch i l d ’ “ Children are active, engaged, and eager N eeds learners. Good teaching practices Just for Threes helps children develop build on these important readiness skills by nurturing each intrinsic strengths child’s individual needs and encouraging by providing cognitive, physical, and emotional growth developmentally through exploration and play. appropriate instruction and© Robert-Leslie Publishing. All rights reserved. Aligned to the Head Start Early Learning opportunities for Outcomes Framework and state standards emxepalonriangtifounl palnady.—Head Start Early Learning Outcomes Framework for three-year-olds, the program focuses on ”Administration for Children and Families development of each of the goals and sub- 31 domains in five central domains: Approaches to Learning • Social and Emotional Development • Language and Literacy • C ognition •• P erceptual, Motor, and Physical Development •Features A full year of instruction specifically for • three-year-olds Complete assessment and intervention • strategy D ifferentiation and dual language • strategies to meet individual needs A bridge to The InvestiGator Club® •• Prekindergarten Learning System S trong family engagement tools Online support and enrichment for teachers, parents, and children Specific book titles and components are subject to change.

www.investigatorclub.com • 773.935.8358 Little InvestiGators™ A Play and Discovery Program For Infants and Toddlers L ittle InvestiGators™ celebrates the magic of childhood and the joy of teaching during each stage of growth and development from birth to three years old. Little InvestiGators includes Baby InvestiGators™ for infants from birth to 18 months old and InvestiGator Tots™ for toddlers from 18 months to 3 years old. The program is developmentally appropriate for infants and toddlers and designed to support the delivery of child-focused, family-centered experiences. Here is what we believe about the way that infants and toddlers learn: Infants and Toddlers learn through relationships. Young children learn through responsive interactions with loving adults. Little InvestiGators respectfully nurtures young children’s development, giving caregivers the tools to build trust and security. Infants and Toddlers learn when playing. Play is central to learning about the physical world, themselves, and others. Play helps young children sort out their feelings and explore relationships and roles that are meaningful to them. Infants and Toddlers learn in rich environments. Helping you create an environment that sparks interest and encourages and supports exploration is one of our missions. Look for hundreds of ideas specifically for each routine, outdoor play, and indoor learning areas.32 Back to Table of Contents

Infants and Toddlers Learning Environments Infants and toddlers make sense of their world through sensory exploration, physical activity, and secure relationships. They are sensitive to both the physical and emotional landscape of their environment. Emotional Environment The caregiver creates an environment of security and trust by being responsive to a child’s cues and expressions of interest. In addition, soft music, friendly greetings, and a genuine smile help create a warm and caring atmosphere. “  ”Babies are such Physical Environment a nice way to start people. The physical layout maximizes opportunities for infants and toddlers —Ron Herald to learn through discovery. Little InvestiGators is organized around three specific features of the physical environment: Routines Play Spaces Outdoor Areas© Robert-Leslie Publishing. All rights reserved. Elements to guide setup of each environment include: • A ge-appropriate furniture and materials. • S afe and flexible design to meet the needs of all children. • Areas for quiet play or rest, and spaces filled with movement, music, and laughter. • P ictures, books, and objects that are supportive of cultural and language diversity. • H ands-on materials and equipment for children with special needs. 33

www.investigatorclub.com • 773.935.8358Little InvestiGators™ Components ™ ™ ™ Welcome Guide Continuum of Growth and DevelopmentFamily Corner Birth to BAirgteh4to Age 4 Little InvestiGators Continuum of Growth and Development™ Little InvestiGators™ Infant and Toddler Program © Robert-Leslie PublishingLanguage Development and Communication: Listening and Understanding © Robert-Leslie Publishing © Robert-Leslie PublishingYoung InfantsOlder InfantsYoung ToddlersMiddle ToddlersOlder ToddlersPreschoolers 0–8 months 8–18 months 18–24 months 24–30 months 30–36 months 36–48 months Preschoolers might: Goal 1 Listens with interest to language of others 1 Listen to stories for extended •Infants might: •Infants might: •Toddlers might: Toddlers might: Toddlers might: Vocalize or turn their head to the Demonstrate understanding by Demonstrate understanding of Listen quietly when others speak. Listen to familiar stories for • periods of time. sights and sounds of daily care looking at an adult who calls familiar words or phrases by Play rhyming games, sing songs, their name. responding appropriately. • Listen to books for short periods • longer periods of time. • and play activities. Respond to familiar words with Laugh when they are told a silly • of time. Respond to stories with sounds, • and recite nursery rhymes. Calm down after hearing a Attend to the sounds of comforting and familiar adult • gestures or words or both. • rhyme or listen to a funny story. Demonstrate understanding • words, facial expressions, voice. Show a preference for particular Listen to the sounds of animals laughing, and clapping. • language. • of a story by reacting with Find it easier to listen with • songs, rhymes, and books. • and try to imitate them. facial expressions, sounds, and movement. • understanding in one-on-one situations as opposed to groups. Goal 2 Understands and responds to nonverbal and verbal communication Goal 3 Infants might: Infants might: Toddlers might: Toddlers might: Toddlers might: Preschoolers might: Use their hands and bodies in Respond to the word no. • • Physi•cal and Motor•Development: Gross Motor SkillsShow an increased Understand more words than Respond to comments and Listen for different purposes. • response to familiar words. • Respond to their own name. understanding of gestures and Respond to different tones of • Point to familiar objects when • requested. •words. • voice. they can speak. questions during conversations. Understand complex and varied Use facial expressions to initiate Respond to “more” questions, Respond to adult’s request Use body language to answer a vocabulary. • • •• •RUneonsndpveoernrsbtdaantlodresqsuwpeoosrntdisosen.asnwditghesatu0Yroe–su8ngmIosiUsnhsnbofeetwa“ihniwnngshgta”ussqnkudeedesr.tsitoannsdiinng • interactions with an adult. • such as “Do you want more?” • •for simple ideas, such as big or of whOatlder mITtqnhrouaefennasnstteiintoxhionttnswsohfrreocnamraronynoaeduaut clattirgveiivtqyeusteoY1s8ot. u–n2g4 TmcUeoovnemoddnemndtrssut.ltnehaincrsdastleasnigdueaagseatnhdatpas2Mt 4i–dd30lemToodndthlesrs Older Toddlers Preschoolers Use babbling in back-and-forth 8–18 30–36 months 36–48 months Goal 1 • • •drink. Toddlers might: Preschoolers might: • communication. conversations. a cue. Participate in short conversations Demonstrates(Uoinnvdecerr,resutpaa)nsdainnpdgosdibetisoacnrliapwtnoivrcedesw,osrdtas bilityCc,rocymionfgnorwttriatohnloa,thhaeunrgd.chicldowohrodiisnation on familiar topics. Run with increasing speed and Show proficiency, control, and •(before, after). Ask a question and wait for an coordination. • • •Engage in physical active answer. Coordinate arm and leg • balance when moving. Infants might: Infants might: ToddlersAmskiganhdt:answer “wh” questioTnosd. dlers might: movements, such as throwing an Explore moving in space. • • •movements, such as kicking, object at a target. Climb, push, and pull. Coordinate the movements of Run with increasing speed and Walk up and down stairs • Run with increasing speed and •waving their arms and legs, and alternating feet while holding • coordination. • • • •rolling over. the rail. Crawl on hands and knees. their arms, legs, and neck. coordination. Jump with two feet together. Move and stop with control. Walk with increasing Coordinate arm and leg Jump over small objects. Responds to simple directions or visual cues • •Toddlers might: Get to a standing position coordination with one foot in movements, such as throwing an Swing on a swing when started • Walk with more skilled mature without support. in motion. • movements. Turn their head from side to side. front of another. object at a target. • • • • •Understand one-step directions.sitting wUitnhdaenrsdtawnidthoonuet-saunpdpotwrto. -step Walk up and down stairs •Infants might: •Infants might: BegTinotdodglaeinrsbamlaingche,t:such as iTRWmnaucaaknrnleTeknboasoeutsdenritFdpn.pdonoitgrshlolseleseoiitcntpiirwtirodinesonoeeonapmwdnwsec.neoaion-gnrwodadhdreinsdtnth.udi:tnnlytadw.teeord-ssttaenpd WalPk ruepsacnhdodoolwenrsstmairisgwhitt:h Respond to gestures, such as Follow simple requests, such as • • • •Understand two-step directions Bring fedeitretoctmionosutwhitwhhaildeullytisnugpport. Walk up and down stairs with • alternating feet. waving back to someone. holding arms out when an adult both feeUtncdoemrsintagntdogaentdheforlloonw three- both feet coming together on Run more confidently, avoiding • • • • • • •when accompanied by gestures.on their back. • says, “Up.” each stespte.p directions. each step. • obstacles. Follow directions accompanied React toMmatucshicabctyiocnlasptpointhge, directions Jump off floor with both feet. Move separate body parts to by familiar gestures, such as • •• • • • •and questions. “Stand up.” Understand simple commands Walk with both hands held. dancinginanadsojunmg.ping. Stand on tip toes momentarily to • music. • • •response to music. Have a whole-body rhythmic Use furniture to help them pull Understand directional and reach for something. up, cruise, and sit. positional words, such as left, React to music by clapping, Use hand movements in music activities. right, before, after. dancing, jumping. Goal 2 Develops increasing ability to change positions and move body from place to placeFamily Corner Welcome Guide Infants might: Attempt to move their body fromIndividual Care Plan, Helpful resources andmonthly activity calendars, templates for caregivers • • •one point to another.and other resources for using Little InvestiGators Roll from back to stomach andLittle InvestiGator families 2 • • •from stomach to back. Infants might: Toddlers might: Toddlers might: Toddlers might: Preschoolers might: Bend and straighten, squat to Climb or crawl in and out of c limb or crawl in and out, up Cimb or crawl in and out, up and Kick, throw, and catch a large pick something up from the things. floor. Carry objects from place to • and down things. • down things. • ball with accuracy. Walk around the crib holding on place. Carry objects from place to Carry objects from place to Bounce and catch a playground to a railing. • place. • place. • ball with both hands. 2• Push and pull large toys. Reach, turn, twist, and bend. • Climb the ladder of a slide, • holding on, while moving each foot up a step. Goal 3 Participates in active physical play indoors and outdoors •Infants might: •Infants might: •Toddlers might: •Toddlers might: •Toddlers might: Preschoolers might: Move their bodies to explore the Participate in physical activity Play vigorously for moderate Play vigorously for moderate Play vigorously for moderate Participate in games, outdoor environment. for longer periods of time, periods of time, increasing their periods of time, increasing their periods of time, increasing their increasing their strength and strength and stamina. strength and stamina. strength and stamina. • play, and exercise. Kick, throw, and attempt to catch Throw a ball with both hands Throw a ball with both hands Play vigorously for moderate • stamina. Ask for outdoor play, such as • a ball. • from an overhead position. • from an overhead position. • periods of time, increasing their pointing to the door and saying, Roll a ball back and forth while Run, stopping and starting easily. Run well, stopping and starting • strength and stamina. • “Out.” • in a sitting position. • Use riding toys, pushing with feet • easily. Use gross motor movements Engage in sustained movements, Ride a toy using their hands or • to propel the toy. Kick a ball with definite leg swing with the use of equipment, such such as going up and down the • Pedal a tricycle. as ride a tricycle, kick a ball, and slide over and over again. • feet. • and arm movement. Pedal a tricycle with both feet, • throw a ball overhand with aim. Play games, such as • avoiding obstacles. Hokey Pokey, London Bridge, Simon Says. Rings 66 Colorful loops for sorting Continuum of Growth and and displaying Play and Development (online resource) Grow Cards Comprehensive continuum of program goals and indicators for ages 0−4 Infant Board Books Toddler Board Books Classic, new, and familiar board books to engage your littlest learners, get them up and moving, and nurture relationships Request a price list or customized quote. [email protected] Back to Table of Contents

Infants and Toddlers Play and Grow Cards Play Spaces Play and Grow Cards ™™ Play and Grow Cards™ 18–24 months Fine Motor Skills 30–36 months Simple activities and the Transfer objects from Hold an object in one guidance needed to spark one hand to another. 24–30 months hand and curiosity and encourage Hold an object in manipulate it with exploration in all domains Routines one hand and the other hand. of learning (200 cards for manipulate it with the infants, 300 for toddlers) other hand. For the Goal ••Materials BirdsHealth Status and Practices Develops small muscle yarn control and coordination. O-shaped cereal 0–8 months 8–18 months 18–24 months Hold bottle or sippy Cooperate in Wash and dry their cup independently. washing and drying hands, but may need their hands. adult help. O u t d o o rWrap a bit of masking tape around the end of a A r e a s length of yarn to make a point for stringing. Have children string the cereal onto the yarn, filling up R o u t i n e s Gross Motor SkillsGoal Begins to develop •self-care skills. Scrub- Materials most of the length. Tie the ends together and have O u t d o o r A r e a sa-Dub soap and water children hang their bird feeders outside at school towel or home. • Problem SolvingwwWaaitsshhhyinaongudrsohdnarygn:dthoevirehr1Aat8shnk–edfo2scr4ha“simmldoyo’rosen,u.”thhseisnlpghimor 8–18 months 18–24 months 24–30 months this he2r4–30 months 30–36 months Walk on their own Walk with increasing Run with increasing Know when they Begin to make with increasing coordination with speed and don’t have as many quantity speed. one foot in front coordination. of another. Early Reading and Writing This is the way we wash our hands, objects as another comparisons. wash our hands, wash our hands. child. This is the way we wash our hands, Jungle Goal 0–8 months 8–18 months 18–24 months to keep them nice and clean. WalkMaterials Demonstrates increasing Show awareness of Join in or sing along Participate in balance, stability, control, printed materials. with an adult or rhyming games. Goal grapes or other snacks and coordination. other children. Begins to develop interests Have children go on an outdoor jungle walk with Grape and skills related to •• small plates you. While walking in a line say, “Walking through the Gobblers numbers and counting. Book Goal ••Materials At snack time, place five grapes on each child’s jungle, what did I see? A great big lion roaring at me!” Picnic Shows interest in songs, blanket plate. As “Grape Gobblers” gobble the grapes, Have children imitate the sound and movement of rhymes, finger plays, and board books help them compare the number of grapes on their the animal as they walk. Continue with other animals: stories. snake hissing, hyena laughing, and so on. plates to the number left on friends’ plates. Make it a game to have each child find a Grape Gobbler Lay the infant on a blanket outside surrounded by that doesn’t have as many grapes. several picture books, such as Brown Bear, Brown Bear or Where’s Spot? As you read each book, point to the pictures and say, “Look what I see! I see a _____!” Let the infant touch and hold the books.© Robert-Leslie Publishing. All rights reserved. Front: L earning Environment •• S nippet of Continuum shows age range and skill focus for this card plus development of skill for age groups before and after • A ctivity includes Goal, Materials, and simple directions Back: Resources and support associated with activity on front: • O bserve (Watch and listen to assess growth) F amily Time • D ual Language (or Special Needs) •• C onnections to other content areas 35

www.investigatorclub.com • 773.935.8358Professional Development“My favorite part Robert-Leslie Publishing is committed to the education of today’s training was being able of young children by providing the curriculum, background to touch and knowledge, and materials needed for classroom excellence. interact with the Integral to this mission is providing comprehensive curriculum. I love professional development for teachers and administrators. the hands-on approach. Had a Opportunities include: great time and O nsite program implementation.”learned a lot! PPrreekkiinnddeerrggaarrtteennLLeeaarrnniinnggSSyysstteemm ™ • P re-recorded training webinars. •• Implementation Facilitator Guide Implementation Facilitator Guide with DVD and Participant Workbook. C ustomized workshops. PPrreekkiinnddeerrggaarrtteennLLeeaarrnniinnggSSyysstteemm ™ •• Monitoring Tool for fidelity, Implementation Participant Workbook observation, and coaching. ROBERT-LESLIE ® A lignment to ECERS-R. PUBLISHING T H E E A R L Y C H I L D H O O D C O M P A N Y™ •• Research and Professional Inquiry-Based Learning Research and Professional Guide Guide. ROBERT-LESLIE P hone and online support. PUBLISHING T H E E A R L Y C H I L D H O O D C O M P A N Y™ •• Professional Books. Embedded Training Resources Professional Books (optional)36 Back to Table of Contents

Professional Development Early Childhood Investigations Webinars We are proud to sponsor The InvestiGator Club® webinar series produced by Engagement Strategies, LLC and presented by leaders in early childhood education. Sponsored by: ® Inquiry-Based Early Learning Dilly’s ROBERT-LESLIE PUBLISHING THE EARLY CHILDHOOD COMPANY® Presenters Sarah Sprinkel Debra Pierce Camille Catlett Ana Lomba Ellen Galinsky Suzanne Thouvenelle Michael Assel Beth Wise Barbara Sorrels Donna Housman Karen Nemeth Wendy Young Lisa Murphey Timothy Shanahan Vicki Ehlers Kris Murray Susan Gunnewig Cathy Pruett Miller Becky Bailey Bob Siegel© Robert-Leslie Publishing. All rights reserved. Contact us today to request a custom workshop or suggest a webinar! 773-935-8358 [email protected]

Meet ® Cordelia Great‘‘Dilly’’ Gator® Auntie Lu®Birthday: October 10 Birthday: May 1Home: Houseboat on Home: Houseboat onTriangle Beach Triangle BeachMy favorites: Science, My favorites: Painting,exploring, reading, sculpting, tellingproblem solving stories, helping littleSuperpower: I can InvestiGatorssolve mysteries. Superpower: I can create a masterpiece. Rosalita Manny Sausalita® Salamander® Birthday: March 21 Birthday: December 10 Home: Miss Lilly’s Pads Home: Miss Lilly’s Pads in City Square in City Square My favorites: Spanish, My favorites: Health, museums, fashion, sports, soccer, rapping ballet, pink, computers Superpower: I am a Superpower: I can good sport. dance like the wind. JT Chuck Gator® Wood® Birthday: January 17 Birthday: September 22 Home: Houseboat on Home: Diggery Den in Triangle Beach Circle Forest My favorites: Music, My favorites: Math, the blues, playing the superheroes, gadgets, harmonica, traveling, tools, fixing things, health languages and safety Superpower: I can Superpower: I can fix cheer you up with a everything, including bouncy tune. hurt feelings!Contact us: [email protected] Buzzbee®773.935.8358 Birthday: February 16 Home: An old tree stump in Circle Forest My favorites: Writing, Internet, finding information, delivering Bee Mail Superpower: I can learn about anything on Bruno’s Buzz Network. ROBERT-LESLIE PUBLISHING T HE E ARLY C HILDHOOD C OMPAN Y® www.investigatorclub.com