The Wizard of Oz (Preschool Style)
Physical Development and Motor Skills
Social and Emotional Development
Approaches to Play and Learning
Communication, Language, and Literacy
Cognitive Development: Mathematics
Cognitive Development: Social Studies
Cognitive Development: Science
Cognitive Development: Creative Development
PDM5.4a Coordinates movements to perform more complex tasks.
PDM5.4b Demonstrates coordination and balance in a variety of activities.
SED1.4a Identifies self as a unique member of a specific group or demographic that fits into a larger world picture.
SED3.4a Independently follows rules and routines.
APL1.4a Takes initiative to learn new concepts and tries new experiences. Initiates and completes new tasks by himself/herself.
APL2.4a Demonstrates eagerness to learn about and discuss new topics, ideas and tasks.
APL3.4c Works cooperatively with others to successfully achieve a goal or accomplish a task.
CLL1.4a Listens and responds on topic to conversations and group discussions for an extended period.
CLL2.4a Demonstrates understanding of more complex vocabulary through everyday conversations.
CLL2.4b Communicates feelings using appropriate non-verbal gestures, body language, and actions.
CLL4.4a Uses spoken language that can be understood with ease.
CLL5.4c Discusses books or stories read aloud and can identify characters and setting in a story.
CLL6.4c Isolates the initial (beginning) sounds in words with adult guidance.
CLL6.4e Segments words into syllables.
CLL7.4a With prompting and support, recognizes and names some upper and lower case letters of the alphabet.
CLL9.4a Draws pictures and copies letters and/or numbers to communicate.
CLL9.4b Uses writing tools.
CLL9.4c Uses writing for a variety of purposes.
CLL9.4d Writes some letters of the alphabet.
CD-MA1.4a Recites numbers up to 20 in sequence.
CD-MA2.4b Counts at least 10 objects using one-to-one correspondence.
CD-MA2.4d Describes data from classroom graphs using numerical math language.
CD-MA7.4a Estimates using mathematical terms and understands how to check the estimation.
SD1c Uses language to describe observation
CD-SC1.4a Uses senses to observe, classify, and learn about objects and environment.
CD-SC1.4b Uses simple tools correctly to experiment, observe, and increase understanding.
CD-SC1.4c Records observations through dictating to an adult and drawing pictures or using other forms of writing.
CD-SS1.4a Describes his/her family structure and family roles.
CD-SS1.4b Describes similarities and differences between self and others.
CD-CR2.4a Uses materials to create original work for self-expression and to express individual creativity.
CD-CR4.4a Participates in dramatic play presentations.
CD-CR4.4b Uses dialogue, actions, objects, and imagination to tell a creative story.
Apples (real or artificial)
Dog stuffed animal
Face to Face with Lionsby Dereck Joubert and Beverly Joubert (National Geographic Children’s Books, 2010)
Tempera paint (various colors)
The Wizard of Ozby Donna Jo Fuller, Adapted from L. Frank Baum, Pictures by Charles Santore (Sterling, 2009)
Yellow masking tape
On chart paper, write the letters L, B, and T down the left side of the paper. On the right side, create simple drawings of a lion, a tiger, and a bear.
Syllable Separator: Create small boxes with numbers 1, 2, and 3. Each numbers will represent the number of syllables in a word.
Place several apples in a basket for student to estimate.
Place yellow tape on the floor of the classroom or on hard surfaces of the playground.
Opening: Take a picture walk through the book and talk about the images on each page. What do the children think this book is about? Discuss the pages together and then read the story.
**Language and Literacy**
1. Talk about the story elements: characters, setting, problem, solution
2. Invite students to think about their favorite part of the story, it can be something about one of the characters, something about the setting (place), or something about an event (something that happened in the story) and draw a picture to represent their favorite part of the story.
Lions, Tigers and Bears
1. Ahead of time, on chart paper, write the letters L, B, and T down the left side of the paper. On the right side, create simple drawings of a lion, a tiger, and a bear.
2. Ask students who can tell you which word begins with “L”.
3. As students think about beginning sounds of words and determine the correct answer, write the words “lion” under the lion, “bear” under the bear, and “tiger” under the tiger. In addition, draw lines that connect the letter with the word.
4. What other words begin with these letters?
1. Ahead of time, create small boxes with numbers 1, 2, and 3. Each numbers will represent the number of syllables in a word. Create index cards with pictures/words for lion, tiger, bear, girl, tin, man, scarecrow, dog, witch, munchkins, slippers, poppies, monkey, and other words from the story.
2. Separate each card into the appropriate box.
Counting with Toto
1. Decide what number you will count to based on the needs of your class. For example, if you are working on rote counting to 20, tell the students, “Toto loves the number 20 and he loves to count.
2. We need to count to 20 so that Toto will come out of his basket (have the stuffed animal dog hidden in the basket).
3. I want you to clap as you count, like this 1 (clap as you say the number), 2, 3, 4, all the way to 20. If we work hard and do a good job, Toto may come out of his basket!”
4. Count together, clapping with each number. When you reach 20, have Toto pop out of the basket!
Apples in a Basket
1. Ahead of time, place several apples in a basket.
2. Allow students to examine the apples in the basket without removing any of the apples.
3. Encourage students to draw a picture of how many apples they think are in the basket.
4. Encourage conversation about how they determined the number they did.
5. Assess understanding of numbers by having the students first tell how many apples they believe are in the basket.
6. Then have the students count the number of apples they drew.
7. How does the number compare? Discuss this with each student and document.
8. When everyone is finished, count the apples in the basket together.
1. Read Face to Face with Lions. Compare how the lion from The Wizard of Oz compares to real lions.
2. Create a Venn Diagram of “Cowardly Lion” and real lions.
What’s the Weather?
1. Discuss the weather elements in the story.
2. Look outside and compare it to our weather.
3. Encourage students to create drawings of today’s weather and describe what they have observed and drawn.
1. Remind students that Dorothy, from the story, lived with her Aunt Em and Uncle Henry. They are her family.
2. Family are the people who love and take care of us every day.
3. Who is your family? Encourage students to draw a picture of their family.
4. How does it compare to Dorothy’s family?
Re-enact The Wizard of Oz
1. Provide costumes for retelling the story –lion, Dorothy, scarecrow, tin man, and witch.
2. Other props: basket, wand, bucket, stuffed animal or puppet dog/monkey, bubbles
1. Remind students that Dorothy experienced a lot of wind during the tornado.
2. We are going to paint with the wind we make when we blow air from our mouths!
3. Provide each student with paper and a straw (ahead of time, poke a few holes in each straw to prevent students from being able to suck through the straw).
4. Provide a variety of tempera paint in shallow dishes and eye droppers.
5. Encourage students to use the eye droppers to place a few drops of paint on their paper.
6. Each student will then use the straw to blow the paint across the paper.
7. What happened to the paint? Did the colors mix? Discuss the results of this activity and take dictation from the students as they discuss their discoveries.
Follow the Yellow Brick Road: Encourage students to balance on a piece of yellow tape in the classroom or on the playground.
SED, CLL, CD-MA
Follows verbal directions with physical movement
Claps rhythm and patterns
Pats legs using rhythm and patterns
Creates /copies oral patterns and rhythms
The Wizard of Oz
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