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



Center/Classroom:Teachers:Week of:(A) General Information Study/Topic - BIG IDEAS this week: As this unit concludes, children will build on their earlier experiences with transformation by doing additional hands-on experiments, including color-mixing with oobleck and observing how mixing different substances can create different reactions.Key vocabulary: Mix, blend 1. MesclarSpread, disperse 2. Untar, DispersarDrip 3. GotearSink, float 4. Undir, FlotarWet, dry 5. Mojado, Seco(Get assistance, if needed, to translate these words/phrases for ALL children.)Monday “To Do” List:Review Planned Read-Alouds; read books through at least once.Review Small Group Activity forms and gather/create materials, including cornstarch, pitchers, plastic bowls, food coloring, counting bears, poem and word/picture cards for Find the Rhyme.-Gather/create materials for centers and circle time, including ice cubes for Monday, materials for making signs, index cards, magnetic letters and numbers, name cards, water color paints, chalk boards, dried oobleck, cornstarch, soapy water, food coloring, whisks, egg beaters, bowls.- SS Week-Support for Dual Language Learners:As children conduct experiments, be sure to point out the changes or outcomes that they observe and emphasize what is happening. Repeat some of the comments other children make and demonstrate what they mean: “Roger says the food coloring spread out in the water.” Although DLLs may not use much language, listen carefully to what they say and build upon it: “Pink! Yes, there is pink spreading through your oobleck.” Also respond to nonverbal cues: “You look really surprised – that water overflowed the top of your cup. I wonder why that is. Why did it overflow? Maybe we added too much baking soda. Should we try it again? How much should we add this time?”Family/ Community Involvement:Encourage families to bake or cook with their preschoolers and talk about the powders and liquids they might use as they cook. Talk about smell, texture, taste, purpose of the ingredients, etc. Encourage families to make their own “water table” at home using buckets, a large pot or plastic container. They can add containers, cups or bowls for children to fill and empty, as well as spoons, whisks, egg beaters, basters, eye droppers, etc.(B) Materials to Enhance Children’s PlayBlocksDramatic PlayToys and GamesAdd: Any familiar logos/brand names from restaurants or stores children know (Home Depot, Toys R Us, etc. – as submitted by families for Lily Pads, or collect your own). Encourage children to use these with their buildings.Add:Materials for children to create signs related to store, restaurant, bakery or whatever they are playing (if they are interested)Keep: Lily padsAdd: Index cards and writing utensils (for children to add their own words for the lily pad)ArtLibrary/WritingDiscovery/ScienceAdd: Watercolor paintChalk boards Paint brushes Cups of waterAdd: Magnetic letters and numbers and name cards. Help children make their names and count how many of each letter they have in their names.Keep: Science JournalsAdd: Containers of cornstarch and pitcher of water. Also provide tub, tray, or newspaper to contain messVariation: add containers of dried-out oobleck (following the oobleck small-group activity)Sand and WaterMusic and MovementComputersAdd:“Colored bubbles” – soapy water w/ food coloring, whisks or eggbeaters, small pitchers/bowls.Add:OutdoorsCookingChalk and buckets of water. Encourage children to notice what happens when they dip the chalk in water; draw on wet surface with the chalk; or write/draw with chalk, then brush water over it.Optional video extension: After outside time, show children the “Drying Drawings” video clip from Peep and the Big Wide World, and encourage them to make connections/comparisons with their own outdoor activities: (C) Group Experiences Monday Tuesday WednesdayThursdayFridayArrivalOpening CircleMovementRelaxationTransitionsClosing CircleArrival: Attendance graphQOTD: “Do you have any letters on your clothes?” (yes/no) Have children answer during arrival or transition, charting with whiteboard/pocket chart/etc.Morning Circle:Welcome song & one otherSS Puppet ScriptReview daily schedule and rules now and throughout the dayTransition: Music/Movement: Freeze Dance & one otherRelaxation: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 otherLetter Sounds: Make patterns of letter sounds and have children listen and copy them. For example:/s/ /s/ /p/ /s/ /s/ /p/ Write the patterns on a wipe off board for children to see. Encourage children to create their own letter sound patterns.Review daily schedule and rules now and throughout the dayTransition: QOTD: “Do you have any numbers on your clothes?” (yes/no) Music/Movement: : Movement with Numbers (see below)Relaxation:Transition: SS Brain Builder-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 otherReview daily schedule and rules now and throughout the dayTransition:Music/Movement: SS Song & one otherRelaxation:Transition: have children tap with rhythm sticks or use drum to beat out the syllables in their nameClosing Circle:Science Journal Share: Invite children to share a page from their science journal. Scaffold for children who need it. Ask questions to encourage children to respond to each other’s sharing: e.g., “It looks like you used a lot of colors. Remember when we painted? What colors did you mix? What happened?” or “That looks like a white powder. It was called cornstarch. What did we mix with the cornstarch? What happened?”Goodbye song Arrival: Attendance graphMorning Circle:Welcome song & one otherReview daily schedule and rules now and throughout the dayTransition: QOTD: “Do you have any shapes on your clothes?” (yes/no) As children respond, follow up by engaging in individual feedback loopsSS Skill Activity-Music/Movement: Choose 2Relaxation: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 songRead-AloudsGroup 1: SS Story and DiscussionGroup 2: Color KittensGroup 1: Color KittensGroup 2: SS Story and Discussion Group 1: SS Book-Group 2: Mouse PaintGroup 1: Mouse PaintGroup 2: SS Book-Small-Group ActivityGroup 1: Discussion/experiment – “Keeping Ice Cold” (extension for The Snowy Day; see week 2). Take a half-dozen large ice cubes and ask children to think about how we might keep them from melting. Experiment with different conditions, such as putting it in the freezer, refrigerator, in a box, on the windowsill… Get children’s predictions and see which takes the longest to melt. Ask children to draw predictions in their science journals.Group 2: Colored OobleckGroup 1: Colored OobleckGroup 2: Discussion/experiment – “Keeping Ice Cold” (extension for The Snowy Day; see week 2). Take a half-dozen large ice cubes and ask children to think about how we might keep them from melting. Experiment with different conditions, such as putting it in the freezer, refrigerator, in a box, on the windowsill… Get children’s predictions and see which takes the longest to melt. Ask children to draw predictions in their science journals.Group 1: Mystery PowderGroup 2: SS Skill Activity-Group 1: SS Skill Activity-Group 2: Mystery PowderSpecial ActivitiesTangible Acknowledgement System:Freeze dance – Tell children that when they are dancing they are a liquid and when they music stops they are frozen like the ice.Have children take turns selecting a number card. That is the number of times they will make a certain movement (stomp like a dinosaur, flap their wings like a bird, chomp their crocodile teeth, etc...)Grouping Bears and Buttons during free choice (see activity guides)Grouping Bears and Buttons during free choice (see activity guides)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. KnowledgePhysical3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.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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