Pre-K teaching times, Vol. 11, Issue 5 (Feb. 2012)

DECAL office and

Volume 11, Issue 5 February 2012

Pre-K Teaching Times

INSIDE THIS ISSUE:
Phonological Awareness: Segmenting
Large Group Literacy in the Snow
Shapes, Sizes, Directions, and Other Fun Stuff
Art in Small Groups
Science
Social Studies
How to Promote a More Positive Climate in Your CLASSroom
Assessment
Call the Pre-K consultant on duty at the DECAL office at 404-
656-5957. Pre-K consultant contact information also can be found on the DECAL website at
www.decal.ga.gov

Phonological Awareness: Segmenting

cal Awareness: Segmenting Developing literacy
requires an awareness

first name. Ask him to stand on the

each picture; and then let them place the

that the spoken language corresponding paper. pictures in the treasure

can be taken apart in

As the other children

chest that indicates

many different ways:

come forward, have

how many syllables are

sentences broken into

them form lines behind in the name of the

words; words divided into the previous child with object.

syllables (sis/ter); and

the same number of

syllables divided into

syllables in her name. Then open each

smaller, individual sounds

treasure chest and ask

(phonemes), such as /c/ Choose one of the

the whole class if the

/a/ /t/.

lines to go first down

picture is in the correct

the hall. For variation, chest. Discuss any

Pre-K Content

use last names, middle pictures that were

Standard: LD2d

names, or mother's

placed in the wrong

Segmenting: Shows

names.

chest and allow the

growing ability to hear

class to determine into

and discriminate separate Sorting Treasure

which chest the picture

syllables in words

should go.

Before activity, hide

Segmenting Activities pictures around the

Drumming to the Beat

to Use in Your Pre-K

classroom of objects

Classroom

that have 1-4 syllables Give each child a foil

in their names.

pie plate and a marker.

Line Time

Create a list of several

Have the children sit in objects within a

Number four pieces of

a circle. Number four

category (e.g., animals,

construction paper, 1-4. lunch boxes decorated food, clothing, etc.) and

Tape each numbered

to look like treasure

as you read each

sheet to the floor near the chests 1-4, and place name, ask the children

door of the room. As the them on a table near

to beat the syllables on

children prepare for their the group. Give the

the pie plate with the

next class or activity,

children 30 seconds to marker. Have one child

explain that they are

find the pictures

tell you how many

going to line up by the

hidden around the

beats or parts she

number of syllables or

room.

counted. Read several

parts in their names.

objects to ensure the

Call the children back children are hitting the

Call each child forward, to their circle; ask them pie plate the correct

and have him listen

to decide how many

number of times.

carefully to the number of syllables are in the

syllables or parts in his name of the object on

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Pre-K Teaching Times

Large Group Literacy in the Snow

It's cold outside as the second Pre-K term moves into full swing. Is your outside time being cut short by chilly winds, cold temperatures, and cloudy skies? Following are ways to get your students' hearts pumping while fulfilling the PreK Large Group Literacy requirement.
According to the FAQ for planning instruction, "Large group literacy activities encourage conversations, questions, and awareness of the concepts skills." As you plan, remember that reading and writing are incorporated daily as stated in the IQ for planning instruction.
How about a good old-fashioned snowball fight...Pre-K style?!? Divide your class into two groups of eleven for more fun and more individualization. The varying forms of this activity can be used throughout the entire winter season.
Begin by writing uppercase letters on pieces of white paper; don't try to do the entire alphabet right away; make sure there are duplicates. Crumple the paper into balls and set your boundaries. Think about your space and possible safety concerns in your class.
Be sure to let the children know the rules up front. Explain that during the fun you will stop the game using your usual method of getting their attention. Tell your students that they'll have to listen carefully each time you stop the game because you'll be giving different instructions! Start out simply and move to more complicated activities matching the snowballs to each activity.
Find a friend with the same letter and have children call out letters in turn. Have each group give a word that begins with their letter, and write it on the board or flip chart.
Find a friend with the lower or uppercase letter that matches yours. Use this

opportunity to discuss which words use upper and lowercase letters and ask them to generate some of each.
Choose a few letters and have the students use those letters to create sentences. (B, G, R Bart grows roses.) Record these sentences on the board or flip chart.
Choose letters to put in ABC order.
See if the group of eleven can create a word from the letters. (You might set this up with student names or short CVC words or familiar environmental print.)
Use pictures and words together on a snowball to create sentences or nursery rhymes.
Use this idea to introduce your next theme.
Weather permitting, rotate these two groups outside for your snowball fight for short periods of time. Just take your flip chart with you!
Culminate your snowball fight season with a shared story. After displaying the story in the classroom, cut it into pieces to reflect each child's share and file it in your WSS or WSO portfolios!

Pre-K Teaching Times

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Shapes, Sizes, Directions, and Other Fun Stuff

There's more to Pre-K mathematics than counting, learning numbers, and making patterns. Four year olds are beginning to understand the relationships between objects, spaces, and places. These are the simple concepts of beginning geometry. Pre-K students use geometric thinking when they describe where things are located or when they notice how parts of objects relate to each other.
According to the National Council of Teachers of Mathematics, Geometry is foundational to an understanding of mathematics and especially important to young children. The study of geometry involves shape, size, position, direction, and movement and is descriptive of the physical world we live in. Children's spatial sense is their awareness of themselves in relation to the people and objects around them. (The Young Child and Mathematics, 2nd edition, Washington, DC: NAEYC, pg. 99.)
The best mathematics programs integrate instruction and learning throughout the Pre-K day. Use the following ideas to help you incorporate learning geometry in your day to day instruction.
Use the language of geometry. Use words like solid, full, surface, pointed, inside, below, flat, top, angle. Describe things clearly: "I need the empty basket on the round table." When children have learned basic shapes (circle, square, triangle, rectangle), introduce more complex ones (hexagon, sphere, trapezoid).

Make geometry a part of daily routines. Children can:
Put toys, manipulatives, or books away in specific spaces.
Think about relative size: "Will that box fit in your book bag?"
"Line up" to go places, and tell who is at the beginning or end of the line.
Help serve lunch or snacks by putting the appropriate amount of food in the bowls and on the dishes.
Offer activities involving shapes, spaces, and locations. Invite children to:
Draw things they observe indoors and outdoors.
Make mosaics, collages, sculptures, and folded-paper designs.
Combine unit blocks to make various shapes.
Use play dough to make shapes of various sizes.
Use containers of various shapes and sizes for sensory table play.
Create designs with beads, pattern blocks, blocks, geoboards, pegboards, or have children position their hands, feet, or bodies to make designs. (Take pictures so they can see what they did!)
Work together on puzzles, tangrams, and mazes.
Construct buildings and objects from blocks, found objects, or fabric.
At snack time, serve snacks in a variety of shapes. For example, crackers come in many shapes and sizes. Serve them one shape at a time as children are learning the names of the shapes; then serve them a variety of shapes. Ask questions such

as, "Can you make a cracker pattern? Can someone else at your table repeat it? Do you have more circles than squares? Which shape is biggest?"
Encourage children to observe objects, spaces, and places.
Look at artwork and talk about how the artists use lines and shapes.
Using pattern blocks, puzzles, or other models, invite children to talk about shapes. "Which ones could fit together? Where do they touch? What other shapes can we make using these shapes?"
Talk about how shapes might change or vary. "How could we turn the square sand castle into a rounded one?" "How can you tell these triangles apart?
Make a class shape book using pictures from magazines or photographs taken on a "shape walk" in the classroom and school.

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Each of the following books deals with shapes:
Icky Bug Shapes by Jerry Pallotta Brown Rabbit's Shape Book by Alan Baker The Shape of Things by Julie Lacome Sea Shapes and Shape by Shape by Suse MacDonald Circus Shapes by Stuart J. Murphy Mouse Shapes by Ellen Stoll Walsh The Greedy Triangle by Marilyn Burns Round is a Mooncake: A Book of Shapes by Roseanne Thong The Wing on a Flea by Ed Emberly

Pre-K Teaching Times

Art in Small Groups

Small group time pulls a group of 2-8 children together to introduce, re-teach, or extend learning on a needed skill or concept. Small group activities should be built around what you need to know about your children. These activities can introduce concepts, allow children to practice skills, and provide opportunities for assessment. They should be engaging, open-ended, and developmentally appropriate.
Whether you are using the GSU spreadsheet or the Developmental Checklist or you are a WSO user and are using the Class Ratings Report or Class Profile Report, small group is a time for teachers to address specific needs of the students based on assessment data. Use your assessment data to address and answer the questions "Which children need to develop which skills, and is this activity relevant and purposeful to the skill I am teaching?" and "What do I need my children to learn from this activity?"
Small group is an excellent time to cover the Pre-K Content Standards and WSS indicators. Because documentation is needed for 55 indicators, be careful not to spend too much time on art in small groups. Activities for small group

instruction should be developmentally appropriate and purposeful and should not include patterned art projects. A better time for art projects is in the Art area where children can work on them independently.
Below is an art activity that is not a patterned art project that will let students explore and use a variety of materials to develop artistic expression.
Snow People
Ask children to use white clay or dough to create a 3-D snowman or a collage using a variety of materials. Collage materials could include toothpicks, chenille stems, wiggly eyes, fabric/paper scraps, buttons, etc. Ask children to the name their creation and describe it in their own words. Record the children's responses.
Content Standards: CD 1 b, CD 1 c

Science

Children in Pre-K love changes. Ever notice how excited students are when something new is added to the classroom? Everyone wants to explore and investigate additions to the learning centers.
Science is all about changes: changes in the environment, in

plants and animals, and in our own bodies! The science center is the optimal area in the classroom to create monthly topics based on the content standards, changes in the seasons, and items in our world in which children are interested.

What is new and different about February in your community?
How are we adjusting to the weather?
How are plants and animals reacting to these changes?

Pre-K Teaching Times

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Science (continued)

Regardless of whether they live in a rural, suburban, or urban area of Georgia, your students will be aware of what is occurring around them. In many areas, they will notice early spring flower bulbs shooting up through the soil (daffodils, hyacinths, crocus, etc.). Or your area may experience snowy days when children can collect containers of snow and observe them as the snow changes from solid to liquid. In early February you can discuss how on Groundhog Day people predict an early spring or more weeks of cold weather. Also in February this year you can talk about Leap Year. Show the class how February 2011 did not have February 29th and explain why February 2012 does.
IDEA: If you do not have a display about weather and seasons, create one. Bring magazines with high quality photographs depicting Summer/Fall/Winter/Spring specifically as they relate to people and animals. Let children help label the photos. Listen to the children as they locate, discuss, and label photos; ideas for a future classroom topics will emerge. Recently, as a class was involved in a similar activity, the children asked their teacher: "Where do rabbits go in the winter?" The teacher decided to discuss hibernation and mammals in winter. This input from the children is an aspect of CLASS, specifically called "Student Perspectives." What are you interested in and what do you want to learn about this topic?
For February, we recommend focusing on SD 3: Children will

acquire scientific knowledge related to physical science.
3a: Investigates and describes the states of matter.
3b: Describes objects by their physical properties.
3c: Explores simple machines.
3d: Investigates different types/ speeds of motion.
Consider one or more of the following activities in February to focus on these standards.
New vocabulary words are indicated by an * and bold print.
Activity # 1: IT RUNS
Materials: Book: Rain by Peter Spier, baby oil, liquid detergent, hand cream, milk, liquid starch, water, waxed paper, paper towels, eye droppers, plastic spoons.
Teacher Input: Explain to children they are going to *examine water and how it moves and changes. Gather children around a tub of water. Ask them what water looks and feels like. Does it "run?" Can we pour and spill it? Water is a *liquid, not hard, like a *solid. Where do you think water comes from? When it rains, what happens when water hits the ground? What is a *puddle? Water is one liquid; can you name some others?
Procedure: At science centers, or in a small group activity, provide eye droppers, waxed paper, paper towels, and a variety of liquids in small bowls. Allow children to drop or spoon liquids onto paper towels and waxed paper,

and then describe what is happening. Does in run? Does it soak in? Does it form a *puddle?
Use of Simple Machines: At the water table, provide eye droppers, basters, manual egg beaters, measuring cups to explore. Enlist a parent volunteer to work with children here and record their observations.
Activity #2: COLD CHANGES THINGS
Materials: Instant pudding mix, dry milk, pitcher of water, tablespoons, measuring cups, tray of ice cubes, disposable cups, plastic spoons, timer, and recipe chart.
Teacher Input: Explain to children you will *examine some cold materials and what makes them colder. Gather a small group around a table or on the rug. Show children the pitcher of water and a tray of ice cubes. Ask them what is needed for the water to change to ice. Cold or *refrigeration.
Procedure: Wash hands before group time. Show recipe chart and ingredients for making pudding. Discuss the texture of each ingredient before mixing. Ask the children: "What do you think it will look like when we mix these together?" Help children make their individual puddings. Have children predict what will happen if pudding is left in the refrigerator. Eat later. Discuss if they predicted correctly?
Enrichment: In Art place a glob of paint in the center of a piece of art paper. Holding both edges, *swirl 2-3 ice cubes around in the paint. As the ice cubes melt, predict and observe changes in the design.

Materials: Quick, Turn the Page, by James Stevenson, cornstarch.

Pre-K Teaching Times
Science (continued)
Activity #3: GOOP
Materials: Quick, Turn the Page by James Stevenson, cornstarch.
Teacher Input: Explain to children that they are going to *examine something new. In a large or small group, show children cornstarch. Discuss how it looks, passing out small samples for children to feel. Ask children to predict what will happen if you add water and record their responses. Explain that you will complete that activity after reading Quick, Turn the Page or another book that illustrates guessing or predicting what is going to happen. Discuss with the children how they can think about things that could occur and then discover what really happens by testing.
Procedure: Make goop using cornstarch, a pitcher of water, and a pan. Explore the properties of cornstarch its texture, smell, and appearance. Ask what would

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happen if you mixed the powdery cornstarch with water. Try it, and explore the new substance. Ask what they would name this new material. Encourage the children to readily share their ideas. Enrichment: Access other experiments by researching: www.stevespanglerscience.com. Two exciting experiments that explore changes in physical matter are: Mentos Diet Coke Geyser and Color Changing Milk.

Social Studies

Social Studies should be an integral part of any classroom. Usually what comes to mind when we think of Social Studies is cultural diversity or community helpers, but we shouldn't forget about how social studies relates to the four and five year old.
Community to Pre-K children is their immediate surroundings such as the classroom and school they attend on a daily basis or their neighborhood. Following are activities to help Pre-K children better understand the community in which they live:
Hide several unique items around the classroom, and then lead a small group of children on a

treasure hunt to locate the items. Use a variety of words to give clues about where in the environment the items are hidden. Use positional words like next to, under, over, beside, inside, etc.
Tell a group of students they are going on a "field trip" inside the school building. Give them clues describing where in the school you are going and let them guess the destination. Use comparisons and differences when describing the destination.
During outside time allow the children to investigate using magnifying glasses, bug boxes, and

other scientific materials. This will allow the children to explore the environment of the playground. Allow them to describe where they found certain items what was "it" near; what color was "it;" how did you find "it;" what does "its" home look like, etc.
These activities will help students feel more confident about what they know about their environment and will also increase vocabulary, address math, science, and many other skills.

Pre-K Teaching Times

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How to Promote a More Positive Climate in Your CLASSroom

Children are more motivated to learn when they feel happy, relaxed and connected to others. They get more out of lessons when they are excited about participating. A positive classroom climate provides children a secure base for learning. Teachers and children enjoy being with each other and are able to get the most out of their time together.
Enjoy time with the children. Share fun, relaxing moments with them. During center time or while walking to lunch, interact with them in a positive way.
Make learning fun. Look for opportunities to make everyday learning activities enjoyable for children. Think

about things that make children laugh and smile and find ways to integrate these into everyday activities.
Show your enthusiasm. Make sure you let the children know that you enjoy your job and like spending time with them.
Make positive comments and communicate your warm feelings towards children. Look for opportunities to comment positively on children's efforts and participation.
Engage in social conversation. Ask children questions about their lives outside of the classroom; then remember to

ask about things that are important to them, such as family members or outside activities.
Be respectful and personal. Use names when you talk to your students and model using polite language, such as please, thank you, and you're welcome. Make eye contact while talking to them.
Facilitate positive peer interactions. Encourage children to engage in positive interactions with each other. Teach and model the importance of sharing, helping others, and being respectful.

Rating Period 2 began in January, and you should be taking the information you learned about your children earlier this school year and begin gathering additional documentation on the 55 indicators through notes, pictures, matrices, and work samples. Implement your IQ Guide for WSS or WSO Reporting Period 2 (Spring) that corresponds with the number of days you are providing instruction. Documentation from the fall should be pulled from portfolios, and you should have spent time reviewing your checklist ratings from fall for each child in each domain to determine next steps for instruction.
A concern we continue to hear from teachers is "How can we gather, file,

Assessment

and enter all this assessment data on students? There are only so many hours in a day."
Be sure to follow your IQ Guide for WSS or WSO Assessment timeline. Assessment should be purposely planned and occur daily. The Content Standards WSS Correlation or the Domain/Component/Indicator Listing found on the DECAL website under Work Sampling System Program are great tools to help you plan your assessment. Listed below are other management ideas.
One management idea is to take photos on Monday during center time; use a matrix on Tuesday during large group music and movement; take notes on Wednesday during lunch;

and collect work samples from a response to a story on Thursday during small group. Friday is the day to support children who need additional information. This would be noted on the Planning for Assessment Template or directly in the lesson plans. Rest time can be used to file/enter the documentation gathered.
Another management idea is to divide children in half to ensure that something is gathered on all children during a week. The lead can take half the students, and the assistant would take the other half.

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Assessment (continued)
This would be noted in the lesson plans or on the Assessment Template depending on what assessment is needed a picture, note, work sample, or matrix on the students, so that during planning time it could quickly be filed/entered.
A third management idea is to divide the children over the week and focus on certain children during each day of the week. For instance, identify five children for Monday, then a different five on Tuesday, so that by the end of the week, you have gathered documentation on all 22 children. Again, it would either be noted directly in the lesson plans or on the Assessment Template. Rest time can be used to file/enter the documentation.

Pre-K Teaching Times
If you continue to struggle with gathering and filing documentation, remember to purposefully plan for it using one of the ideas previously mentioned.
Reminder: All WSO teachers should be photographing/scanning your student's work samples and uploading and classifying them in WSO. If you retain the work samples electronically, you can send home the original, hard copy work samples. Or you can enter the Work Sample as a note (WS and then a statement about the work sample). If you enter the work sample this way, you would need to file the original work samples in the student's portfolio.