See, Touch, and Say Quilt Pattern

Purpose/Skills

  • To recognize and duplicate patterns
  • To extend patterns

Materials
Paper quilt models, 16 paper quilt squares for each child, a 4 by 4 quilt outline for each child to guide placement of quilt pieces, quilt materials such as paper stars and moons or stickers

Literature Suggestion
Read and discuss The Quilt Story by Tony Johnston and Tomie dePaola, or another book that lends itself to a discussion of quilt patterns.

Vocabulary
pattern
patterns
quilt

Warm-Up
  • Ask children to talk about favorite blankets. Discuss a quilt as a blanket with patterns on it.
  • On the board, draw a quilt by making a square that has 4 by 4 sections and adding a simple pattern in the squares.
  • Ask children to help you make patterns such as circle, triangle, circle, triangle, circle, triangle, circle, triangle.
  • Call attention to the fact that when you reach the end of a row, you go all the way back to the beginning (left) of the next row. There, you can continue the pattern or you can start it over. Model both ways and discuss the different results.

Procedure

  • In small groups or at a center, show children two models of quilts and have them see, touch, and say the patterns. Show children how to make a quilt pattern by placing pieces in the sections.
  • Give children a choice of any two pictures or designs to go on the quilt squares, distribute the items, and help children attach the paper shapes or stickers to the quilt pieces. Then have children think about the quilt pattern they will make and put the pieces in place to see, touch, and say before gluing.
Enrichment
Help children explore patterns further by maintaining and refreshing a quilt center with new models and materials. Children can make patterns on 3 by 3 squares or 5 by 5 squares or rectangles, using shapes, stickers, scribbles, letters, or numbers in the sections.

Observation Assessment

  • Proficient - Child can duplicate a simple pattern, look for patterns, point out patterns to others, and explore making patterns.
  • In Process - Child participates and can generally identify and duplicate simple patterns.
  • Not Yet Ready - Child can identify patterns with help, but does not yet duplicate patterns.

Excerpted from School Readiness Activity Cards. The Preschool Activity Cards provide engaging and purposeful experiences that develop language, literacy, and math skills for preschool children.


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