# Choose a movement route

Control movement and adapt a route to space and access needs.

## Try it

1. Plan a safe route with your adult.
2. Move, stop, and change direction.
3. Help a partner follow your route.

With your adult, place flat markers in a clear space. Draw or describe a route with a start, stops, and a finish. Use a movement that works for you. Help a partner follow the route, then change it so someone else can use it.

## Your materials

[Open the pupil workbook PDF](/files/c385c4cae385f0f332fd1c00d8e3dba4e2a5838fae4774b70df25e42e950768e). Use pages **23**.

Flat paper floor markers, clear supervised space, optional soft ball.

## Teacher lesson plan

### Learning goal

Control movement and adapt a route to space and access needs.

### Before teaching

Can participate in an accessible movement with adult support.

### Model

Model checking the space, choosing a route, travelling, stopping, and changing direction. Show an accessible alternative with the same spatial goal. Follow school movement and supervision procedures.

### Guide, then apply

Child draws or points out a route, travels by an appropriate method, and tells a partner how to follow it. Practice a controlled roll and receive with a soft ball if suitable. Change one route feature and invite an adjustment.

### Interpret the response

Look for intentional control and spatial choices relative to the child’s access needs. Do not compare speed or body performance across children. Remove an obstacle that prevents access.

### Support

Adapt surface, markers, movement mode, ball size, or partner position. A child can direct a partner or use small-scale movements for a spatial-language goal.

### Extend when ready

Explain how to change the route so another person can use it. Combine movements while retaining control.

### Fresh check

Use a new accessible marker arrangement. Observe planning, space awareness, and adjustment with support recorded.

[Teacher plans PDF](/files/1f4985652f45f6b19ef743d7b27765081e2d637d0a001670faa74e59383c736a): page 23. Record exact support and revisit the idea later.

## Keep learning

[Next in this path: Care for yourself and ask for help](/agent/docs/tk-lesson-care) · [Choose a learning path](/agent/docs/tk-learn)

## Publication details

| Field | Value |
|---|---|
| Material | Classroom lesson |
| Learning path | Explore and create |
| Lesson | 22 |
| Learners | California TK, ages 4–5 |
| Setting | Full classroom |
| Pacing | Teacher selects from observed prerequisites |
| Author | Arcomm |
| Edition | First edition, 2026-09-08 |
| Format | Markdown |
| Evidence status | Original synthesis; not outcome-validated |

## Sources and dates

- [CDE: Physical Development](https://www.cde.ca.gov/sp/cd/re/documents/ptklfphysicaldevelop.pdf): current PTKLF edition. Retrieved 2026-09-08T03:44:00.628834+00:00.

[Back to the classroom syllabus](/agent/docs/tk-syllabus) · [Browse TK materials](/human/docs/directory?subject=society%2Feducation%2Ftransitional-kindergarten)

## Revisions

[Revision history](/agent/docs/tk-lesson-move/history)