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



Center/Classroom:Teachers:Week of:(A) General Information BIG IDEAS this week:This week, our new curriculum study will introduce children to the fascinating phenomenon of shadows. We will create shadows with different light sources (such as flashlights and outside in the sun) and investigate how shadows move and change. Key vocabulary: 1. Shadow??? (Sombra)2.???? Light/dark?? (Claro/Oscuro)3.???? Cast (i.e., “to cast a shadow”) (Arrojar (Arrojar una sombra)4.???? Positional words—next to, near, on top of, etc.? (Palabras de posicion- junto de,cerca, arriba etc.)5.???? Comparative words—bigger, smaller, longer, shorter, etc. (Palabras de comparacion - Mas grande, mas pequeno, largo, corto etc) (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 desk lamp/spotlight, light-colored butcher paper, parquetry/pattern blocks, pieces of yarn.Find song and poem lyrics () and create charts.Gather/create materials for centers and circle time, including multiple flashlights, “Shadow Box,” black paint/construction paperRemove any items from centers that are in poor condition or children no longer use.Second Step Week-Ask families to lend flashlights or other materials needed for this unit.Support for Dual Language Learners:The book Guess Whose Shadow, and many of this week’s activities with shadows, lend themselves to using positional and comparative vocabulary: next to, in front of, bigger, smaller, etc. When using these terms with Dual Language Learners, be sure to illustrate for children using hand gestures. If DLLs use the wrong terms (for example saying “over” when they mean “under”), keep in mind that opposites are stored in the same part of the brain – so they’re on the right track! You can reinforce the difference between opposite words with gestures and explicit contrast: “The tower has a long shadow [moving hands far apart to illustrate “long”]; the block has a short shadow [moving hands closer together].”Family/ Community Involvement:Send home family letter (see Activities packet) to share this new topic of study with families and suggest activities that they can do at home. Ask families to lend items needed for this theme—especially flashlights! (Desk lamps, spotlights or penlights would also be helpful.) Be sure to mark all items with family’s name so they can be returned.(B) Materials to Enhance Children’s PlayBlocksDramatic PlayToys and GamesAdd: Small flashlights (children can build towers, then shine flashlight on them to create shadows)Paper and writing utensils (for tracing shadows)*This week, set clear expectations for safe use of flashlights in all centers (e.g., no shining on people/faces).Keep: any items from previous week(s) that children were particularly engaged with.Add: Parquetry/pattern blocks (flat multicolored shapes) After these materials are used in Small Group Activities, teachers can follow up during choice time to help children extend and enrich their play.ArtLibrary/WritingDiscovery/ScienceAdd: Black paint, black construction paper (to add shadows to artwork, or for “shadow collages”)Lamp or flashlight. Add: Read-aloud books for this week Other books relating to shadows (if available)Add: Flashlight(s)Sand and WaterMusic and MovementComputersAdd: Bubbles to water tableAdd: Rhythm sticksOutdoorsCookingLook for shadows while outside. Notice your own shadow on the ground or building, and encourage children to make their shadows move and change. Use chalk to trace shadows on the sidewalk. *This week, set clear expectations for outdoor safety when exploring shadows (i.e., no looking directly into the sun)(C) Group Experiences MondayTuesdayWednesdayThursdayFridayArrivalOpening CircleMovementRelaxationTransitionsClosing CircleArrival: Attendance graphMorning Circle:Welcome song& one otherReview daily schedule and rules now and throughout the daySS Puppet ScriptTransition: Question of the Day (QOTD): Can you see your shadow in the classroom right now? (Yes / No / Not Sure) Charting with whiteboard/ pocket chart/etcMusic/Movement: : “My Shadow Likes to Move” and/or “I See Shadows” one other songRelaxation:Transition: SS Brain Builder-Closing Circle: Review QOTD results with the full group, counting each column and writing the numeral.Goodbye songArrival: Attendance graphMorning Circle:Welcome song & one otherReview daily schedule and rules now and throughout the dayWhat do we know about shadows? Start KWL chart or have an open-ended discussion. If needed, prompt children with questions such as where do you see your shadow? Does everyone have a shadow? Also encourage children to think about what they want to know about shadows. Transition: Music/Movement: SS Song & one otherRelaxation:Transition: Words that rhyme with light…Closing Circle:Goodbye song Arrival: Attendance graphMorning Circle:Welcome song & one otherReview daily schedule and rules now and throughout the dayQOTD: Do you think we will see our shadows when we go outside today? (Y/N) During follow-up discussion, encourage children to explain their thinking, and make connections to Moonbear’s Shadow as appropriate. Transition: Rhythm sticks for tapping out syllables in namesMusic/Movement: “My Shadow Likes to Move” One child does a movement (stretching, jumping, etc.) while the group imitates it and sings the song, modified accordingly: “My shadow likes to stretch, just like I do…” Repeat with other movements and allow different children to be leader.Relaxation:Transition:Closing Circle:Goodbye songArrival: Attendance graphMorning Circle:Welcome song& one otherQOTD: Do you think we will see our shadows when we go outside today? (Y/N) Review daily schedule and rules now and throughout the daySS Skill Activity-Transition:Music/Movement: SS Song & one otherRelaxation:Transition: SS Brain Builder-Closing Circle:Goodbye songRead-AloudsGroup 1: Moonbear’s Shadow or Guess Who’s ShadowGroup 2: SS Story and DiscussionGroup 1: SS Story and DiscussionGroup 2: Moonbear’s Shadow or Guess Who’s ShadowGroup 1: Poem: “My Shadow” by Robert Louis Stevenson (; verses 1-2 only)Have poem written on chart paper and read it to children once straight through; then reread more slowly, focusing on understanding its meaning. Engage children in noticing concepts of print, such as where to start reading and which direction to go; a long word vs. a short word; a letter they recognize; etc.Group 2:SS Book-Group 1: SS Book- Group 2: Poem: “My Shadow” by Robert Louis Stevenson (; verses 1-2 only)Have poem written on chart paper and read it to children once straight through; then reread more slowly, focusing on understanding its meaning. Engage children in noticing concepts of print, such as where to start reading and which direction to go; a long word vs. a short word; a letter they recognize; etc.Small-Group ActivityGroup 1: – Hand Shadows (see activity guides) TS Gold Objectives- 8a,s8a,9a,s9a,37Group 2: SS Skill Activity-Group 1: SS Skill Activity-Group 2: – Hand Shadows (see activity guides) TS Gold Objectives- 8a,s8a,9a,s9a,37Group 1: Size Hunt (See Activity Guide) TS Gold Objectives- 11d,22Group 2: Shape Blocks and Patterns ( activity guide) TS Gold Objectives-21b,23Group 1: –Shape Blocks and Patterns (activity guide) TS Gold Objectives-21b,23Group 2: Size Hunt (See Activity Guide) TS Gold Objectives- 11d,22Special ActivitiesDuring Free Choice:Using a lamp or flashlight, offer to trace children’s hand shadows on plain white paper; talk about what the tracings look like, and encourage children to incorporate them into their artwork.During Free Choice: “Shadow Box”: A dark box with a hole on one end. Encourage children to place objects in the box and shine light on the object to make shadows. Teacher can model playing “guess the object,” then encourage children to play together.Tangible Acknowledgement SystemInclement Weather PlanEmergency DrillsOutsideShadow Tag: If a sunny day, find some light-colored pavement where shadows show up best. Rather than tagging children directly, the child who is “it” tries to step on their shadows. 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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