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



Center/Classroom:Teachers:Week of:(A) General Information Study/Topic - BIG IDEAS this week:Key vocabulary: Children will learn about their classroom environment and routines. We will focus on learning to Take Care of Ourselves, Take Care of Others, and Take Care of Our Things. Children more familiar with the learning environment and routines will be encouraged to assist newer or more timid children.clean up/limpiartimes of the day/schedule – choice time, lunch time, etc./horario del día – hora de juego libre, hora de almuerzo, hora de siesta. Etc...bathroom (I need to use the bathroom)/ba?o (yo necesito usar el ba?o)water/drink (I want a drink. Would you like a drink?)agua/beber ( quiero beber agua. ?Quieres beber agua?)food/comida (I’m hungry. Do you want to eat? tengo hambre. ?Quieres comer?)rules/reglasFriday “To Do” List:Review Planned Read-Alouds; read books through at least once.Review Small Group Activity guides and gather/create materials.Review and gather materials for transition activities.- Label all shelves and containers with pictures and words in English & home languages before introducing materials or placing in centersGather/create materials for centers and circle time.Throughout the week, take photos of children demonstrating classroom rules (to create rules chart by end of week) and working in interest areas (to augment labels for next week).Second Step (SS)-Week-Support for Dual Language Learners:Teacher/Assistant will read the same story in English and Spanish as often as possible, one language at a time. For example: Read the entire book in English or Spanish with no interpreting. Pointing to the pictures or using flannel board pieces. Bilingual teachers should speak to children in their home language as often as possible. All labels should be in English and Spanish, using the color BLACK for English and the color BLUE for Spanish. Any other languages spoken by the children in the classroom should be included as often as possible.Family/ Community Involvement:At home encourage your child to show family members how they take care of self by washing their hands. Also, children can teach family members how to have a family style meal at home. A family style meal is sitting down together eating a meal and everyone serving themselves. Children will be coming home with notes to show how they were following the classroom rules. Celebrate with your child!Take a picture of each child’s family for their child’s cubby and/or for display.(B) Materials to Enhance Children’s PlayBlocksDramatic PlayToys and GamesUnit blocks (3-4 different shapes), Cardboard blocks, animals or people, informational book with illustrations of simple buildings and structures, paper and colored pencils, photos of bridges or buildings.Cups, plates, utensils, tablecloth, play food, dress-up clothes and accessories for boys and girls, baby dolls (ethnicities of children in class), doll clothes, writing materials and pads, 2 telephones, small telephone book.Colored teddy bears, tongs, duplos, magna tiles, pegged puzzles, wooden framed puzzles, nesting cups, pegs & pegboards, lotto, collection of buttons, clipboard with paper and pencil, and number/counting books.ArtLibrary/WritingDiscovery/ScienceFinger or tempera paint (2 colors), paintbrushes, palette for paints, cardboard, smocks, collage materials, glue sticks, crayons, colored pencils, cardstock, pipe cleaners, chalk, paper, playdough (1 color), dough tools, cutter.This week’s small group books, books about school, families, friendships, alphabet and numbers, flannel board and pieces, unlined paper, letter stamps, envelopes, pens, pencils. Collection of natural materials (leaves, rocks, sticks, etc), plant, balance scale, magnifying glass, mirrors, books with a variety of textures, small clipboards, paper, colored pencils, and magazines.Sand and WaterMusic and MovementComputersPails, shovels, molds, cups of different sizes, spoons, funnels, clear bottles, smocks, towel, child sized dust pan and broom.Scarves, tambourines, maracas, Second Step CD, IMIL CD, and Kids In Motion CD. Two computers, four chairs, mouse, timer, sign-up list.OutdoorsCookingSand box with buckets and shovels, water table, play structure, balls, colored paper and chalk, variety of books, foam blocks, drinking water, and 3 classroom rules poster.(C) Group Experiences Monday TuesdayWednesdayThursdayFridayArrivalOpening CircleMovementRelaxationTransitionsClosing CircleArrival: Puzzles, paper with crayons, nesting cups.Morning Circle: Play “School Family” & Welcome Song – Second Step CD #1. Help children share their names.Review the first few routines of daily schedule now and throughout the day: What Comes Next? Use a prop or puppet.Discuss rules – Does anyone have rules at home? What are they? Why do we have rules? Introduce the Take Care Rules using puppets, sign language, and/or song. Take pictures of children demonstrating the rules throughout the day. Introduce Tangible Acknowledgement System. Review hand washing procedure with visual cues and hand motions. Have children guess what comes next.Transition: “Higgity Biggity Bumble Bee, can you say your name for me?” (student gives name) “Let’s clap it!” (clap syllables in child’s name – dismiss after you say a child’s name)Music/Movement: Swing and Sway (IMIL) #7, Animal Action 1 with visual cues.Relaxation: Teach the drain breathing technique. Stretch to the ceiling and down to the floor. Show visual cards.Transition: Dismiss children by something they’re wearing or a special physical attribute.Closing Circle: Review the classroom rules with puppets, sign and/or song. Reintroduce tangible acknowledgement system and recognize examples you saw of children following the rules. Sing your favorite goodbye song.Use the Second Step “The Clean Up Song” during clean-up transitions throughout the day.Arrival: Puzzles, paper with crayons, nesting cups.Morning Circle: Play “School Family” & Welcome Song – Second Step CD #1. Help children share their names.Review the first few routines of daily schedule now and throughout the day: What Comes Next? Use a prop or puppet.Review rules – using puppets, sign language, and/or song. Chart children’s responses: How can we take care of ourselves? How can we take care of othersIntroduce Tangible Acknowledgement System. Review hand washing procedure with visual cues and hand motions. Have children guess what comes next.Transition: “Higgity Biggity Bumble Bee, can you say your name for me?” (student gives name) “Let’s clap it!” (clap syllables in child’s name – dismiss after you say a child’s name)Music/Movement: Swing and Sway (IMIL) #7, Animal Action 1 with visual cues.Relaxation: Teach the drain breathing technique. Stretch to the ceiling and down to the floor. Show visual cards.Transition: Dismiss children by tossing a bean bag or walking across a balance beamClosing Circle: Review the classroom rules with puppets, sign and/or song. Reintroduce tangible acknowledgement system and recognize examples you saw of children following the rules. Sing your favorite goodbye song.Use the Second Step “The Clean Up Song” during clean-up transitions throughout the day.Arrival: Puzzles, paper and colored pencils, magna tiles.Morning Circle: Play “School Family” & Welcome Song – Second Step CD #1. Help children share their names.Review the first few routines of daily schedule now and throughout the day.Review rules using puppets, sign language, and/or song. Chart children’s responses: How can we take care of ourselves? How can we take care of others?Review the tangible acknowledgement system.Transition: Willaby Wallaby Woo inject children’s name replacing beginning sound with W (eg. “ Willaby Wallaby Wackie, an elephant sat on (pause and let children guess and insert themselves(Jackie”)Music/Movement: Icky Sticky Bubblegum, Mix It All Up (IMIL) #5Relaxation: Review the balloon and drain breathes. Teach the pretzel breathing technique. Stretch from side to side, forward and back, cross the midline. Show visual cards.Transition: Dismiss children by throwing a ball or beanbag to each child – say child’s first name as you throw the ball.Closing Circle: Review the classroom rules with puppets, sign and/or song. Recognize examples you saw of children following the rules. Sing your favorite goodbye song.Use the Second Step “The Clean Up Song” during clean-up transitions throughout the day.Arrival: Puzzles, dark paper with chalk, pegs & pegboards.Morning Circle: Play “School Family” & Welcome Song – Second Step CD #1. Help children share their names.Review the first few routines of daily schedule now and throughout the day.Review rules using puppets, sign language, and/or song. Transition: Dismiss children by tossing a bean bag or walking across a balance beamMusic/Movement: Icky Sticky Bubblegum, Mix It All Up (IMIL) #5Relaxation: Review the balloon, drain, and pretzel breathes. Teach the star breathing technique. Show visual cards.Transition: Willaby Wallaby Woo inject children’s name replacing beginning sound with W (eg. “ Willaby Wallaby Wackie, an elephant sat on (pause and let children guess and insert themselves(Jackie”)Closing Circle: Review the classroom rules with puppets, sign and/or song. Recognize examples you saw of children following the rules. Prepare children for their next day of school. Sing your favorite goodbye song.Use the Second Step “The Clean Up Song” during clean-up transitions throughout the day.Read-AloudsGroup 1: Froggy Goes to SchoolGroup 2: I Went Walking. Group 1: I Went Walking Group 2: Froggy Goes to SchoolGroup 1:The Kissing HandGroup 2: Respect and Take Care of Things – only read pages 1-9. Ask questions from page 32 as you read.Group 1: Respect and Take Care of Things – only read pages 1-9. Ask questions from page 32 as you read.Group 2: The Kissing HandSmall-Group ActivityGroup 1: Intro to Dramatic Play (refer to Small Group Activity guide)?TS Gold Objectives?1b, 3a, 9a, S9a, 14bGroup 2: Intro to Library/Writing (refer to Small Group Activity guide) TS Gold Objectives?1b, 3a, 9a, S9a, 19a, s19aAbout halfway through small group time SWITCH groupsDuring Free Exploration: Open blocks, toys & games, dramatic play, library & writing areas.Model appropriate play and reference 3 rules, giving specific feedback during their play. Have children practice cleaning up. Use tangible acknowledgement system.Group 1: Intro to Sand/Water & Discovery (refer to Small Group Activity guide) TS Gold Objectives?11d, 22Group 2: Intro to Art (refer to Small Group Activity guide) TS Gold Objectives?10a,s10a,14aAbout halfway through small group time SWITCH groupsDuring Free Exploration: Open blocks, toys & games, dramatic play, library & writing, sand & water, discovery, and art areas.Model appropriate play and reference 3 rules, giving specific feedback during their play. Have children practice cleaning up. Use tangible acknowledgement system.Group 1: Exploring paint (refer to Small Group Activity guide) TS Gold Objectives?9a,S9a,14aGroup 2: Adding to the Art Area – Playdough (refer to Small Group Activity guide) TS Gold Objectives??10a,s10a, 14aAbout halfway through small group time SWITCH groupsDuring Free Exploration: Open blocks, toys & games, dramatic play, library & writing, sand & water, discovery, and art areas (including playdough and paint).Model appropriate play and reference 3 rules, giving specific feedback during their play. Have children practice cleaning up. Use tangible acknowledgement system.Group 1: Exploring Markers, draw a picture, talk about how we take care of our markers. TS Gold Objectives- 1b,3a,19a,s19aGroup 2: Exploring Markers, draw a picture, talk about how we take care of our markers. TS Gold Objectives- 1b,3a,19a,s19aDuring Free Exploration: Open blocks, toys & games, dramatic play, library & writing, sand & water, discovery, and art areas (including playdough and paint).Model appropriate play and reference 3 rules, giving specific feedback during their play. Have children practice cleaning up. Use tangible acknowledgement system.Special ActivitiesTangible Acknowledgement SystemInclement Weather PlanEmergency DrillsOutsideHead Start Body Start: Play catch with someone. Teach children to follow the ball with their eyes and then move their hands, arms, and body to meet the ball.*Observe & document gross motor manipulative skills.Individual 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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