Related Resources: “A Teacher’s Guide to Opening Centers ...



Center/Classroom:Teachers:Week of:(A) General Information Study/Topic - BIG IDEAS this week: This new theme is all about how things change, or transform. Children are naturally interested in the colors around them, and this week they will begin to explore the concept of transformation through a variety of color-mixing activities. This will provide an opportunity to observe, predict and discuss/document what occurs. We will revisit books from themes earlier in the year, allowing for children to recall and also make new connections.Key vocabulary: Mix, blend 1. Mesclar, Change 2. CabioDark, darker, darkest 3. Oscuro, mas oscuroLight, lighter, lightest 4. Ligero, mas ligeroShade (of color), hue 5. Intensidad de color, Matiz(Get assistance, if needed, to translate these words/phrases for ALL children.)Friday “To Do” List: Review Planned Read-Alouds; read books through at least once.Review Small Group Activity forms and gather/create materials, including blue and yellow play dough, liquid tempera paint (multiple colors including white and black).Review lyrics to “Punchanello,” “The Color I See,” and create song charts.Gather/create materials for centers and circle time, including color cards for “The Color I See,” examples of magenta and turquoise, lily pad alphabet cutouts, and paint strips/swatches from the hardware store. Remove any items from centers that are in poor condition or children no longer use.- Send home family letter and remind families about donating materials (see below).- SS Week -Support for Dual Language Learners:When using color words say the word clearly and point to something of that color. Use parallel sentence structure to help children recognize the different words: “I am wearing red. You are wearing green. Jamila is wearing pink and yellow.” Know the basic color words in Spanish and use them to translate – especially for children with very little English. (In rainbow order: rojo, anaranjado, amarillo, verde, azul, púrpura.)Asking directly, “what color is this?” may make Dual Language Learners feel put-on-the-spot and less likely to speak. Instead, narrate what children are doing, and prompt them with indirect questions and answer choices: “You mixed together red and blue, and added some black. It’s such an interesting color! I wonder if you would call it dark red? Reddish-blue? Purple? Violet?Family/ Community Involvement:Encourage parents to talk about different colors they see. Tell parents to play “I spy” with their children and spy things of different colors and ask their children to guess what they are spying. Ask parents to talk about and compare colors using words like shade, lighter, darker, etc. Ask them to talk about how dark/light a color is compared to another. Parents can talk about what colors remind them of – for example, “that bicycle is so red it reminds me of a ripe strawberry” or “that shirt you are wearing is so bright it reminds me of the sun on a hot summer day.”There are always props and materials needed for classroom activities, and parents can be extremely helpful by donating or lending items. Start collecting these items for upcoming weeks; cut outs of familiar symbols (brands/logos for foods, toys, shows, restaurants, supermarket, movie theater, etc...), ice cube trays, clean popsicle sticks, disposable plastic plates, bowls and cups, paint swatches from the hardware store (free). (B) Materials to Enhance Children’s PlayBlocksDramatic PlayToys and Games Add: Paint strips in gradated colorsPails and brushes in different thicknessesTransparent colored shape blocksAdd: Materials to encourage pretend washing: Washtubs, empty (clean) laundry-detergent or dish-soap bottles. “Laundromat”: Large cardboard boxes designed to look like washing machines and dryers; places to hang and fold clothes; poker chips for feeding into the machines.Or make a “Car Wash” – perhaps in combination with the Block Area.Add: Lily Pad Alphabet (see Tuesday’s Music and Movement) – lily pad cutouts with letters on them and frog cut-outs to land on themArtLibrary/WritingDiscovery/ScienceAdd: Colors to mix – finger paint and/or temperaPaint swatches/color Blue and yellow play dough.Add:Read-aloud books for this week and upcoming weeks in this themeBooks about colorsAdd:Pom-poms in different colors and sizesSorting bowlsSand and WaterMusic and MovementComputersAdd:Crepe paper, old markers or food coloring to change color of the waterPut piece of colored tape on inside of table where you plan to fill the water to. Have children estimate how many buckets of water will fill the table up to that line.Add: Music that elicits different emotions; paper and drawing materials. Encourage children to listen, feel, and draw to the music. Do different types of music change how/what they draw? Add:OutdoorsCookingAdd:Buckets with water and paint brushes to “paint” the walls or climbing structures with water. Talk to children about what happens to the water as they paint with it.Talk about the different colors on the playground and how the colors look in the shade versus in the sun.(C) Group Experiences Monday TuesdayWednesdayThursdayFridayArrivalOpening CircleMovementRelaxationTransitionsClosing CircleArrival: Attendance graphMorning Circle:Welcome song & one otherSS Puppet ScriptReview daily schedule and rules now and throughout the dayTransition: QOTD: “Are you wearing magenta today?” (Y/N) Show an example of “magenta” to help children understand the term. Have children answer charting with whiteboard/pocket chart/etc. Music/Movement: “Lily Pad Alphabet” (see below)Relaxation:Transition:Closing Circle:Review QOTD with the full group, counting each column and writing the numeral; then discuss results (what do you notice? which answer has the most? etc.).Goodbye songArrival: Attendance graphMorning Circle:Welcome song & one otherChant: “The Color I See” Red, red is the color I see. If you are wearing red then show it to me. Stand up, turn around. Show me your red then sit back down. Yellow, Yellow is the color I see. If you are wearing Yellow then show it to me. Stand up, turn around. Show me your yellow then sit back down. *Go through as many colors as you wishReview daily schedule and rules now and throughout the dayTransition: QOTD: Are you wearing turquoise? (Y/N) Show an example of “turquoise” to help children understand the term.Music/Movement: SS Song-Relaxation:Transition: SS Brain Builder-Closing Circle:Goodbye songArrival: Attendance graphMorning Circle:Welcome song & one otherSS Story and DiscussionReview daily schedule and rules now and throughout the dayTransition: Choose a rhyming activityMusic/Movement: Choose 2Relaxation:Transition: : “Roll the Dice” (see below)Closing Circle:Goodbye song Arrival: Attendance graphMorning Circle:Welcome song & one otherReview daily schedule and rules now and throughout the dayTransition: QOTD: What color is your hair? With visuals (black, brown, blonde, red) graphMusic/Movement: Punchanello (see activity below)Relaxation:Transition: SS Brain Builder-SS Skill Activity-Closing Circle:Review QOTD with the full group, counting each column and writing the numeral; then discuss results (what do you notice? which answer has the most? etc.).Goodbye songRead-AloudsGroup 1: Mouse Paint by Ellen Stoll WalshGroup 2: Little Blue and Little Yellow by Leo LionniGroup 1: Little Blue and Little Yellow by Leo LionniGroup 2: Mouse Paint by Ellen Stoll WalshGroup 1: The Lion and the Little Red Bird by Elisa KlevenGroup 2: SS Book-Group 1: SS Book-Group 2: The Lion and the Little Red Bird by Elisa KlevenSmall-Group ActivityGroup 1: Mixing Colors (See Activity Guide) TS Gold Objectives- 18c,s18c,24Group 2: Blue and Yellow Play dough (See Activity Guide) TS Gold Objectives- 18c,s18c,24Group 1: Blue and Yellow Play dough (See Activity Guide) TS Gold Objectives- 18c,s18c,24Group 2: Mixing Colors (See Activity Guide) TS Gold Objectives- 18c,s18c,24Group 1: Water Markers (See Activity Guide) TS Gold Objectives- 9a,s9a,16a,s16a,19a,s19a,Group 2: SS Skill-Practice ActivityGroup 1: SS Skill-Practice Activity Group 2: Water Markers (See Activity Guide) TS Gold Objectives- 9a,s9a,16a,s16a,19a,s19a,Special ActivitiesMake cutouts of lily pads with a letter on each one. (Some letters can be repeated). Play freeze dance with children and have them freeze on a lily pad with the same letter as the one you hold up. Invite them to think of words that begin with the “freeze letter.”*Color Creation (see activity guide) during free choiceAllow children to roll a large die and count the dots to determine how many times the group will do a movement of their choice (clap 5 times, pat heads 2 times, etc.) If large dice are not available, have children select a number-card from a pile.LyricsWhat can you do,Punchanello, funny fellow?What can you do,Punchanello, funny you?We can do it, too,Punchanello, funny fellow,We can do it, too,Punchinello, funny you!You choose one of us,Punchanello, funny fellow,You choose one of us,Punchinello, funny you!ActionsChildren stand in a circle. One child stands in the center as Punchinello.Verse 1 - Punchinello makes motions while other children sing.Verse 2 - Children forming the circle around Punchinello imitate motions.Verse 3 - Punchinello chooses someone to take his/her place.Tangible Acknowledgement SystemInclement Weather PlanEmergency DrillsOutsideIndividual Child Planning FormTeachers:Classroom:Week of:Focus DateChild’sNameSchool Readiness Goal Focus Domain(s)Focus TS GOLD Objective(s) Why Chosen?(IFSP, observation/assessment, family input conference goal, etc.)Strategy/ActivityNOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings.Possible small-group?CHECK when implementedSoc-EmotionalApproaches to LearningLanguage & LiteracyCogn./ Gen. KnowledgePhysical 1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.IFSP Child PlanningChild’sNameSchool Readiness Goal Focus Domain(s)Focus TS GOLD Objective(s) IFSP GOALStrategy/ActivityNOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings.Possible small-group?CHECK when implementedSoc-EmotionalApproaches to LearningLanguage & LiteracyCogn./ Gen. KnowledgePhysical 1.2.3.1.2.3.*Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals.*For speech goals the what/who would be: Directed by the Speech Language Therapist*If you have additional goals, highlight the last row for that child, right click with mouse, scroll to Insert rows, scroll to insert row below. Do this as many times as needed. ................
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