Georgia's Pre-K Program teacher newsletter, Feb. 2008

February 2008

"We worry about what a child will become tomorrow, yet we forget that he is someone today." ~Stacia Tauscher

February brings many exciting days to discuss with the children in your class. Our newsletter this month will focus on WEATHER.

February Black History Month International Friendship
Month
Important Dates to Remember 2 -- Groundhog Day 4 -- Rosa Park's Birthday 5 -- National Weather Per-
son's Day 7 -- Laura Ingalls Wilder's
Birthday 8 -- Boy Scouts' Day 9 -- Toothache Day 10 -- Umbrella Day

11 -- National Inventor's Day
14 -- Valentines Day 17 -- Random Acts of
Kindness Day 18 -- President's Day 20 -- Toothpick Patented 22 -- Be Humble Day 25 -- Quiet Day 27 -- Polar Bear Day
Have fun with these by planning your own celebration or finding activities in your own community!!!

PQA TIPS OF THE MONTH

Tip # 1 B5--Props and accessories for at least two different themes are accessible in dramatic play. Each theme should have an adequate number of props to foster meaningful play experiences and the intended theme.
Props could be stored in boxes or containers and should be clearly labeled with words and pictures and/or visible to the children. Examples of themes

include sports, fantasy, leisure, work, housekeeping, etc. For additional ideas for props and accessories for dramatic play themes, see the resource titled "Dramatic Play Themes" located on the Bright from the Start website.
Tip # 2 B6--The art easel is supplied with paint and paper and accessible daily. Paint cups should be full (with a variety of color choices) and painting

implements included with the paint cups to meet this indicator.
Easel paper (18"x24") should be hung on the easel and/or easily accessible for children to hang on the easel independently. The easel, paint, painting implements, and paper should be prepared daily and clearly visible to children as a choice prior to center time. Young children need daily
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Bright From The Start Georgia's Pre-K Program
Teacher Newsletter www.decal.state.ga.us
An Inside Look...
2 Phonological Awareness
2 Parent Involvement
2 Simple Science
3 Changing Your Environment
4 Websites
5 Setting up your environment for success.
5 Georgia's Pre-K assessment
6 Recipes
CONTACT INFORMATION: Pre-K Consultant of the Day 404-656-5957 888-4GA-PREK Suspension/Disenrollment Contact your Pre-K Consultant RC Program/Attendance Lori Smith 478-471-5311 Lori.Smith@decal.state.ga.us Newsletter Staff Nicole Cook nicole.cook@decal.state.ga.us Peggy Kosater peggy.kosater@decal.state.ga.us Meghan McNail meghan.mcnail@decal.state.ga.us Pam Bojo Pam.bojo@decal.state.ga.us Lori Smith lori.smith@decal.state.ga.us Monica Warren monica.warren@decal.state.ga.us

PHONOLOGICAL AWARENESS ACTIVITIES

Small group is an opportune time to plan instruction to meet the unique phonological awareness needs of students. Be sure to document these activities on your daily lesson plan and be sure the activities are varied.
Listening Listening skills can be addressed through daily activities such as listening to sounds in the environment with eyes closed. Have children in a small group close their eyes and have another student say a nursery rhyme. Guessing who the mystery student is will be fun.
Alliteration Make funny sentences with alliteration: Wonderful windy winter weather

Tick tock tollar Where is your collar? Phonemic Awareness Through Language Play by Evan-Moor
Segmenting Segment a sentence when talking about the current weather. Using a block as a marker, segment weather words into syllables (e.g., rain, wind, storm, tornado, blizzard, hurricane, sunshine, cold, etc.)
Manipulation Help children invent words by substituting one sound for another, for example:
wind, send, lend rain, gain, main storm, dorm, form snow, go, glow

Try this tongue twister. Tick tock tipper Where is your zipper? Tick tock tutton Where is your button? Tick tock tocket Where is your pocket? Tick tock teeve Where is your sleeve? Tick tock too Where is your shoe?

Blending Say a consonant-vowel-consonant word such as cat, man, moon, rain. Say the word s-l-o-w-l-y and have the children say it fast.
Rhyming Continue exposing children to rhymes. Repeat them often to note which children are able to recite them. Play rhyming games orally or with pictures.

Have children think of words that rhyme with current vocabulary. Use familiar rhymes as a transition activity. Begin saying a familiar rhyme to gain children's attention. Encourage them to join in, and you have their full attention.
Rhymes:
Rain, rain, go away. Come again Another day. All the children Want to play.
It's raining, it's pouring, The old man is snoring. He fell out of bed and bumped his head And couldn't get up in the morning.
Go Wind Blow www.preschooleducation.com Go wind blow, push wind, swoosh. Shake things, take things, make things fly. Ring things, swing things, fling things high. Go wind blow, push wind, whee! No wind, no! Not me, not me!

PARENT INVOLVEMENT SIMPLE SCIENCE FOR CHILDREN

Cloud Pictures
Read the children the book It Looked Like Spilt Milk by Charles G. Shaw. Have a family member observe the sky with their Pre-K child. Discuss what things the clouds resemble.
What do you see if you look at the cloud from a different direction? Have the children draw a picture of what they see in the sky. This is a great opportunity to use materials such as chalk, cotton, fabric
pieces and gauze. Have the children bring their picture to school and make a class book of what they observed in the sky.
Send pictures of successful events or ideas you have to involve family members to Lori Smith at lori.smith@decal. state.ga.us.

Acquiring scientific knowledge related to earth science
Activity One: Read Bartholomew and the Oobleck by Dr. Seuss. Break up into small groups and prepare oobleck to be used for a sensory experience.
Extensions for this book could also include (1) adding green finger paint to the science area for individual experimentation and (2) adding a small amount of green food coloring to vanilla pudding for a delicious oobleck snack.
Recipe for oobleck: Pour 2 cups water, 8 drops green food coloring, and 2 boxes corn starch into a large bowl. Using rubber gloves mix with hands, slowly adding 1 1/3 cups more water. The mix will flow but feel stiff to the touch. Add small

amounts of cornstarch or water to alter as needed. Pour into tubs for exploration. Keep covered tightly to prevent drying out.
Activity Two: Create lightning! Push a thumbtack through the center of an aluminum pie plate from the bottom. Push the eraser end of a pencil onto the thumbtack point, creating a handle for lifting the plate. Put a Styrofoam plate upside down on the table and rub hard and fast with a piece of wool fabric for approx. one minute. Pick up the pie plate using the pencil handle and place on the upside down Styrofoam plate.
Touch the pie plate with your finger. You should feel "lightning". If conducted in the dark, sparks can be clearly seen. The website http://eo.ucar.edu/webweather/ lightningact.html helps explain how this
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CHANGING YOUR ENVIRONMENT for Weather

DRAMATIC PLAY

BLOCK AREA

A television weather set

A cold day with snow

*Create a make-up station for children to pre- Add jackets, hats and mittens for children to

tend they are getting ready for the camera. wear in the center. Put white paper down on the

*Add old video cameras for taping.

ground to represent snow. Add snow balls (foam

*Use a large cardboard box and cut a hole to balls) and ice blocks (teacher made by wrapping

represent a television that the children can unit blocks with white paper) to the center.

broadcast from.

*Post a US/World Map

WRITING CENTER

*Add clothing for dress up as a weather per- Add words to your writing center like:

son (suits, ties, sport coats) *Create a weather map and a pointer to use to describe the weather.

storm wet cold

rain cloud warm

sleet sun wind snow temperature

dry breeze

SCIENCE AREA A sunny, warm place Add pictures of the sun, dress-up clothes for summer (t-shirts, flip flops), and sunglasses for children to wear while in the center. Ice Rainbows-- Have children drop colored

You should also add a picture, clip art or drawing next to the word on a word strip. This will address the needs of the readers and non-readers in your classroom. Weather stencils and stamps are a great addition to the writing area.

water into a cup of crushed ice with an eyedropper, and watch the colors and how they blend. Prism Rainbows--Children can explore prisms to see how light gives us rainbows. Have the children draw a picture of what they saw in the prism.

RECOMMENDED BOOKS A Rainbow of My Own by Don Freeman A Walk in the Rain by Ursel Scheffler Clifford and the Big Storm by Norman Birdwell Cloud Book by Tomie DePaola Cloudy With a Chance of Meatballs by Judi Bar-
rett

ART AREA A wet, rainy place Add rain coats for children to wear while they paint. Attach umbrellas to art easels to cover them from the rain. Add rain boots for children to wear while they are in the center and add clouds around the center. Weather Art--Play a rain and thunder sounds CD. The children can listen and draw a picture to illustrate the weather they hear. Make it--Use two salt shakers, one filled with water and one filled with dry tempera. Sprinkle tempera on paper and then sprinkle with rain. Make rain sticks with empty paper towel rolls.

Flash, Crash, Rumble and Roll by Franklyn M. Branley
How the First Rainbow Was Made by Ruth Robbins
How Thunder and Lightning Came to Be: A Choctaw Legend by Beatrice Orcutt Harrell
I Like Weather by Aileen Fisher It Looked Like Spilt Milk by Charles G. Shaw It's Raining, It's Pouring by Kin Eagle Listen to the Rain by Bill Martin, Jr., and John
Archambault Little Cloud by Eric Carle Questions and Answers About Weather by M.
Jean Craig Rain by Peter Spiers Rain Talk by Mary Serfozo

MATH AREA A brisk, Fall day Add sweaters and jackets for children to wear. Drop real , store bought or teacher made leaves on the floor. Add some cut out, artificial or real trees to the center. Raindrop Counting-- use blue felt for the math mats and clear flat floral marbles for the raindrop counters. Have the children listen for thunderclaps (you clapping a number) and place that amount of raindrops on the mat. Example, four claps means to count four raindrops onto the cloud.

Sky Fire by Frank Asch Sun Snow Stars Sky by Catherine Anholt The Big Storm by Bruce Hisock The Cloud Book by Julian May The Wind Blew by Pat Hutchins The Yellow Umbrella by Caitlin Dundon Umbrella by Taro Yashima What Makes the Weather by Janet Palazzo What Will the Weather Be Like? by Lynda De
Witt Weather Forecasting by Gail Gibbons Weather Words and What They Mean by Gail
Gibbons Windy Day by Janet Palazzo

B E
C R E A T I V E
"There are no seven wonders of the
world in the eyes of a child. There are seven million." ~Walt Streightiff

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SIMPLE SCIENCE

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relates to lightning seen during thunderstorms.
Activity Three: Create Fog Begin by talking to children about fog and how it forms. Fill a glass jar 1/3 full with hot water that has been colored with food coloring. Light a match and hold it over the jar opening.
After a few seconds drop the match into the jar and cover the top of the jar with a zip top bag filled with ice. Make sure the bag completely seals the jar opening. Watch as fog begins to form.
Activity Four: The water cycle plays a big part in creat-

ing weather conditions. Create a terrarium using large, wide mouth containers. Clean the terrarium container with a mild, soapy water and rinse it thoroughly.
Place a thin layer of pebbles or small stones in the bottom of the terrarium (this helps with drainage and water management). If you are making a closed environment terrarium-- place a thin layer of activated charcoal over the pebbles. The charcoal will keep the water clean. If you are making an open terrarium you can skip this step.
Place a thin layer of sphagnum or Spanish moss on top of the charcoal or pebbles. This will act as a bedding material that will keep separation between the soil and

the pebbles. Without this moss the soil will settle down into the pebbles and get muddy.
Place a thick layer of potting soil on top. Add plants to the soil. Create a theme by adding extra materials, which can also make your terrarium more attractive. Use things like small trinkets, statues, or colorful rocks. A unicorn, dragon or fairy would make a perfect addition to a terrarium.
Seal the opening of the terrarium. You may need to place this near a window with indirect sunlight and water periodically. Almost any houseplant will grow inside a terrarium.

WHAT FEATURES WOULD YOU LIKE ADDED TO OUR WEBSITE?

Our website is in the process of being revised, and we'll unveil some new features and content within the next few months. If you have ideas for our website, please send them to monica.warren@decal.state. ga.us.

Continue to visit our website for resources for your classroom in the meantime. Here are some exciting websites to visit to obtain more information on weather. www.wxdude.com www.theweatherchannelkids.com www.zula.com www.weatherwizkids.com http://eo.ucar.edu/webweather

"Children are like wet cement, whatever falls on
them makes an impression." -Dr. Hiam Ginott

PQA TIPS
(continued from page 1) painting opportunities to express themselves creatively as well as to develop large and small motor skills associated with easel painting.
Tip # 3 B10--The outdoor environment is enhanced with learning center materials. Learning center materials are taken outdoors in addition to the required mobile equipment (i.e., blocks, manipulatives, puzzles, science materials, paint, trucks, dress-up clothes, etc.).

Read the PQA clarifications and definitions!!

Outdoor learning can extend current topics, themes and projects, or be completely independent. When planning, consider opportunities for quiet play as well as loud play that is often discouraged indoors. Outdoor time is the ideal place to extend learning experiences from the classroom and to provide experiences that are considered too messy to do indoors.
For more lesson plan tips visit our website and look under Pre-K/Teacher/ PQA Resources/Planning.
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SETTING UP YOUR ENVIORNMENT FOR SUCCESS
LESSON PLANS

Lesson plans are one of the most important components of a successful Pre-K program. Having lesson plans that are detailed, complete and flexible will ensure that your day runs smoothly. Here are some tips to help you create your lesson plans.
The lesson plan format you choose should be simple and flexible. Sample formats can be found on our website at www. decal.state.ga.us. You can find them under Pre-K/Teachers/PQA Resources/ Planning.
If you choose a format from our website, you might need to change the times to meet the schedule you follow in your classroom. All formats on our site can be manipulated to meet your specific curriculum needs.
The information contained in the plan should be detailed enough for someone other than yourself or your assistant to follow. This is your only documentation of what you do in your classroom. Include titles of books, names of songs, dances, etc. However, the details should be simple enough that you don't spend hours of time during the week completing the lesson plan.
Lesson plans should be complete before your topic of study with the children be-

gins. It is not okay to be completing plans as your day begins. Planning ahead for the entire topic of study is key to making sure your materials and activities are prepared and ready ahead of time.
Be flexible! Always plan more, so you will be prepared for unexpected down times! It is okay to carry over an activity to the next day. Be prepared to shift gears and follow the children's interests.
Your assessment and your lesson plans should go hand in hand. You have to plan ahead for assessment on most occasions. Of course, work time and outside time are always additional times to record spontaneously. Assessment is hard work. If you aren't planning for it, you will get behind.
Think of assessment daily as you begin your day ask yourself this question, "What am I going to do today for assessment?" You may have to make notes in your plans as a reminder. Your plan may be to take your clipboard outside to get some physical notes, reminder to take your camera to your small group area, or to collect a work sample from some area where you have set up an activity during center time. If you are planning for it you won't get behind!
Here is a list of items to include in your lesson plan daily: (The relevant PQA in-

dicator is noted at the end of each item.)
Include changes to the learning environment and learning centers. Include props/activities you added related to your current topic or interest and items you may have rotated or changed in a learning area. Changes should occur as often as your current topic or interest changes. These changes can be recorded on the lesson plan format, a teacher developed form, as jot notes, on a provided curriculum form, etc. If you are unsure, ask your consultant. A sample form can be found on our website and is titled, "Changes to the Learning Areas." (Item B1 Meets)
Include documentation of materials that you rotate for developmental reasons, to avoid boredom, etc. This can be documented in your plans or the form mentioned above, or you can come up with your own creative way. (B3, B4, B5, B6, B7, B8 Exceeds)
Multiple (meaning more than one) opportunities for Music with Movement. Include the name of the music and movement activity. This would be your large motor focus and is different from a large group activity. (B9 Partially Meets and Meets)
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GEORGIA'S PRE-K ASSESSMENT
This month's focus is on the use of matrices in the assessment process.
1) Matrices should be filed in the Teacher File, not in a child's file. 2) Matrices are created by teachers to collect observational data on predictable skills or behaviors in
one or more domains. 3) Matrices should include the child's name, domain, date, and predictable skills or behaviors in rela-
tion to a specific activity or situation. 4) Matrices are used to record children's performance on predictable skills or behaviors in relation to a
specific activity or situation. 5) Examples of matrices can be found on our website and in your WSS manual.
Remember to take out your Fall work samples, photos, and observational notes to prepare for Spring. Please keep these in your room or in the building to use for your final conferences and for your Pre-K Consultant to review when they visit All portfolio items can be sent home at the end of the school year.

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RECIPES FOR WEATHER LESSON PLANS

Solar S'Mores: Cover a large box with aluminum foil. Write the name of each child on a small square of foil then instruct each child to first place a graham cracker; second, a thin piece of chocolate; and finally, three or four miniature marshmallows on the square. Place the squares in the box. Cover the box with plastic wrap and place in direct sunlight. When the chocolate begins to melt take the snacks from the box and enjoy! (Discuss the power of the sun and how it effects our weather.)

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Document the props you use for music with movement. (B9 Exceeds)
Consider documenting the choices of activities that children have during outside time. You can include planned activities, choices of learning materials, and large motor equipment and activities accessible. (B10 Meets and Exceeds)
A greeting and closing activity. (C1 Partially Meets)
Instructional activities after rest time. (C1 Meets)
Be sure to include the activity in your plans and ensure your activities vary. (C1 Meets)

Rice Cake Sun: Each child spreads yellow tinted vanilla icing over the top of a rice cake, then stick pretzel rods into the sides of the rice cake around the edges to represent the sun's rays.
Summer Rain: 1 oz raspberry puree 1 oz grapefruit juice 1 oz pineapple juice 2 oz orange sherbet 1 oz lemonade Blend all ingredients (except lemonade) briefly with half a glassful of crushed ice and pour into a glass. Add lemonade, garnish with fruit, add straws, and serve.

A daily phonological awareness activity. Include the name of the activity. Be sure you address varying levels. Refer to the definitions and clarifications for the PQA for the levels and ideas. (C4 Partially Meets)
A planned opportunity for children to read and discuss children's literature. The book was chosen by the teacher for a specific instructional purpose. Include the title of the book. (C4 Partially Meets)
An additional planned/documented story time. Include the title of the book. (C4 Meets)
You should also indicate informal reading opportunities (this can be done on your schedule or your lesson plan.) This can be done with individual children or small groups of children. Some opportunities for these times include greeting, work time, outside time, closing, rest time, etc. (C4 Meets)
A weekly small group activity involving a piece of literature. (C4 Meets)

Strawberries on a Cloud: 1 package (8 oz. size) softened cream cheese 1 1/2 cup powdered sugar 1 teaspoon vanilla 1 tub (8 oz. size) whipped topping 1 angel food cake 2 quarts fresh sliced strawberries 1 package strawberry glaze Directions: Beat cream cheese and powdered sugar. Add vanilla. Fold in whipped topping. Set aside.

Include a weekly large group literacy activity. (C4 Exceeds)
Content standards should be included on daily plans with all instructional activities. Over the course of a week, at least one activity for each of the seven learning domains (Language & Literacy, Math, Science, Creative, Health & Physical, Social Emotional, and Social Studies) should be planned. (C5 Meets)
Planning and Recall Activities should be included in High/Scope daily plans. These activities should vary. (C5 Meets)
Include field trip details and changes to the learning areas. You must document pre and post field trip activities and changes to learning areas and environment related to the field trip. The same is true for special visitors and/or events. (C5 Meets)

In a different bowl, mix glaze and sliced berries. Tear cake into bite-sized pieces. Put half of the cake pieces into a large clear glass bowl (it looks very pretty this
way.) Cover with half of the cream
cheese mixture. Layer the other half of the cake and remaining cream cheese. Cover with strawberry mixture. Keep re-
frigerated.

Consider including activities that are directed at individual children to meet individual children's developmental needs. Small group time is the prime opportunity to focus on those needs whether a child needs to be challenged or given additional help. (C5 Exceeds)
Include adaptations to daily activities for special needs children. Remember, the classroom teacher is the one responsible for making sure the IEP goals are met. (C5 Exceeds)

This dessert can be made a day ahead.

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