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



Center/Classroom:Teachers:Week of:(A) General Information Study/Topic - BIG IDEAS this week: In this final week of the theme, we will focus on investigating another aspect of weather: wind. Wind is a fascinating force that can move things. Children will have multiple opportunities to experiment with wind; observe how wind moves light and heavy things differently; and think about why wind moves certain things and not others.Key vocabulary: .?????Wind, windy ? 1. Viento, Ventoso2.?????Blow, flutter ? ? 2. Soplo, Aleteo3.?????Gust, breeze, storm, calm ?3. Ráfaga, Brisa, Tormenta. Calmar4.?????Strong/light/hard ? ? ? ? ? ? ? ?4. Fuerte/ Ligero/Duro5.?????Estimate ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?5. EstimaciónMonday “To Do” List:Review Planned Read-Alouds; read books through at least once.Review Small Group Activity forms and gather/create materials, including mittens (out of paper, felt or real), variety of small animal figures, straws, variety of heavy/light objects, construction-paper shapesReview lyrics to wind song(s) and create song chart.-Gather/create materials for centers and circle time, including electric fan and streamers, flags, pinwheels, bubbles and/or windchimes-Second Step Week Support for Dual Language Learners:This week’s read-aloud books include many concrete objects (i.e., the objects that the wind blows!) – which is great for building vocabulary. Preview this vocabulary with DLL children, using the illustrations or actual examples of the objects (hat, umbrella, etc.). If you do not speak children’s home languages, have a “cheat sheet” so you will know and can acknowledge when children label them appropriately in their native language. E.g., el sombrero (hat), el paraguas (umbrella), el globo (balloon), la cometa (kite), la ropa (clothing), el molinete (pinwheel).Family/ Community Involvment:Encourage families to continue to talk to children about the weather and to observe whether it is sunny, windy, etc. Encourage them to look for wind and the effects of wind as they walk or drive to school. What does the wind do to their hair, clothes, papers from school?Update families about the results of your Charting the Weather activities. You can do this in a way that encourages parents to ask their children questions. For example, you could post a question or clue on the door for parents to see at pick-up time: “Ask your child to tell you what type of weather we had for the first time this week!” (etc.) Or post the previous week’s weather charts near the entrance to the classroom and encourage children to explain them to family members during arrival or dismissal.There are always props and materials needed for classroom activities, and parents can be extremely helpful by donating or lending items. This week items include streamers, pinwheels, fans, windchimes, etc. (B) Materials to Enhance Children’s PlayBlocksDramatic PlayToys and GamesAdd: Flags or pennantsFan (review safety expectations with children – i.e. not to be touched)Pictures of windmills or pictures showing windy daysAdd: Pillow cases for laundry lineAdd: Multicolored paper shapes (see “Sorting Shapes” small-group activity)Animal figurines & mittens (see “How Many Will Fit?” small-group activity)ArtLibrary/WritingDiscovery/ScienceAdd: “Windy Pictures.” Have The Wind Blew and/or Gilberto and the Wind available (protected in plastic!) and ask children to notice how the illustrator showed us it was windy. Invite children to paint “windy” pictures by using lines or movement to represent the wind. AND/OR Put light-brown paper at the easel with white, black and brown paint, and encourage children to get ideas from the illustrations in Gilberto and the Wind.Add:Read-aloud books for this week Optional: sequencing cards for The Wind Blew (see Read-Aloud guide)Add: PinwheelsStraws to blow through; variety of heavy/ light objects to move (see “Make Your Own Wind” small-group activity)Sand and WaterMusic and MovementComputersAdd:Straws to blow throughPaper boats (if using water table) or very thin layer of sand (for sand table)** Review safety rules about blowing through strawsOptional: show Sid Wind Investigation clip (see “Make Your Own Wind” small-group activity) to give children ideas about using these materialsAdd:Add:OutdoorsCookingPinwheels, streamers, bubbles, wind chimes (any/all that are available)Attach a flag, streamer or windsock in an appropriate location for children to observe how windy it is each day. Ask questions such as could the wind blow a leaf today? a hat? a rock? (etc.) Extension: Create a pictorial scale to show how strong the wind is each day – for example, a flag or tree bending different amounts to represent more wind. (C) Group Experiences Monday Tuesday WednesdayThursdayFridayArrivalOpening CircleMovementRelaxationTransitionsClosing CircleArrival: Attendance graphMorning Circle:Welcome song & one otherChart WeatherSS Puppet ScriptDiscussion: What do we know about wind? Ask guiding questions such as: Can you see wind? How do you know it’s windy? What happens in the wind? What might be fun to do on a windy day? If desired, create a KWL chart, listing children’s ideas in the K column and adding to the W column (What do we want to know about wind?), time permitting. Review daily schedule and rules now and throughout the dayTransition: SS Brain Builder- Music/Movement: SS Song and “Noisy Wind”Sung to: "The Farmer in the dell"I like the noisy wind,I like the noisy wind.It roars and mutters(voice loud, then softer)And Shakes the shutters.(shake hands Tambourine-Style.)I like the noisy wind?I Like the Noisy wind,I like the noisy wind.It flaps the flag(flap your arms back and forth)And rustles my bag.(rub hands together briskly)I like the noisy wind.*Point out words that rhymeRelaxation:Transition:Closing Circle:Goodbye songArrival: Attendance graphMorning Circle:Welcome song & one otherChart WeatherReview daily schedule and rules now and throughout the dayTransition: QOTD: What did the wind move on your way to school? Have visuals. (Hair/ Clothes/ Leaves/ Nothing?) Have children answer during arrival or transition, charting with whiteboard/pocket chart/etcMusic/Movement: Finger play – “I See the Wind”“Move Like the Wind” (see below)& one other movement Relaxation:Transition: Move like the wind to the next activityClosing Circle:Review QOTD results with the full group, counting each column and writing the numeral.Goodbye songArrival: Attendance graphMorning Circle:Welcome song & one otherChart WeatherReview daily schedule and rules now and throughout the dayTransition: SS Brain Builder-Music/Movement: Choose at least 2Relaxation:Transition:Closing Circle:Goodbye song Arrival: Attendance graphMorning Circle:Welcome song & one otherChart Weather & Review** After tallying today’s weather, look back at ALL FOUR weeks of theme and make comparisons. E.g., how many days in all was it sunny? What week had the most rainy days? etc.Review daily schedule and rules now and throughout the dayTransition:Music/Movement: : SS Song & one otherSS Skill Activity- Relaxation:Transition:Closing Circle:Goodbye songRead-AloudsGroup 1: Gilberto and the Wind by Marie Hall Ets(initial reading: focus on understanding plot, making connections to The Wind Blew)Group 2: The Wind BlewGroup 1: The Wind BlewGroup 2: Gilberto and the Wind by Marie Hall Ets(initial reading: focus on understanding plot, making connections to The Wind Blew)Group 1: SS Story and DiscussionGroup 2: SS Book-Group 1: SS Book-Group 2: SS Story and Discussion- Small-Group ActivityGroup 1: Sorting ShapesGroup 2: Make Your Own Wind Group 1: Make Your Own Wind Group 2: Sorting ShapesGroup 1: How Many Will Fit?Group 2: SS Skill Activity-Group 1: SS Skill Activity-Group 2: How Many Will Fit?Special ActivitiesTangible Acknowledgement System:Playing with the Wind”: Children will explore the effects of wind (simulated by an electric fan). Materials: standing fan; streamers, tissue paper or light fabric for each child. Review safety rules and ensure you have enough space. Allow children to stand in the “wind” and away from it and notice the effect on their streamers. What happens when they face into/ away from the wind? What happens if the wind is light, vs. strong? What happens to their own clothing, hair, etc.? Imitate the wind: Encourage children to move like the wind. Add variations – move like a strong wind, a light breeze, etc. Encourage children to suggest others.Discussion: What have we learned about wind? If you began a KWL chart earlier this week, complete it by adding to the L column.OutsideInclement Weather Plan: Individual Child Planning FormCenter/Classroom:Teachers:Week of:Focus DateChild’sNameSchool Readiness Goal Focus Domain(s)Focus TS GOLD Objective(s) Why Chosen?(IFSP, TS Gold Report, 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.Example: 1. Routine – activity, state how you are individualizing for this child.Possible small-group?CHECK when implementedSoc-EmotionalApproaches to LearningLanguage & LiteracyCogn./ Gen. KnowledgePhysical1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.IFSP Child PlanningChild’s NameIFSP GoalsClassroom Plan: What’s the Activity/Who’s Supporting the Child*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 ................
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