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

March 2008

"Teachers teach more by what they are than by what they say."
-Sasha Azevedo

Bright From The Start Georgia's Pre-K Program
Teacher Newsletter www.decal.state.ga.us

March brings many exciting days to discuss with the children in your class. Our newsletter this month will focus on the many ways you can incorporate MUSIC into your classroom.

March National Craft Month Woman's History Month
Important Dates to Remember 1 - Share A Smile Day 2 - Dr. Seuss's Birthday 3 - National Anthem Day 12 - Girl Scout Day 13 - Uranus Discovered 14 - Albert Einstein's Birth
day 15 - Absolutely Incredible
Kid Day 17 - St. Patrick's Day 18 - Johnny Appleseed Day 20 - First Day of Spring

20 - Big Bird's Birthday 21 - Single Parent's Day 22 - National Sing Out
Day 23 - Easter 23 - Toast Day 24 - Harry Houdini's
Birthday 26 - Make Up Your Own
Holiday Day 30 - Doctor's Day
Have fun with these events by planning your own celebration or locating activities in your community!!!

An Inside Look ... 2 Phonological Awareness 2 Parent Involvement Idea 2 Simple Science 3 Changing Your Environ-
ment 4 Helpful Websites 5 Setting Up Your Envi-
ronment for Success 5 Georgia's Pre-K Assess-
ment 6 Recipes
CONTACT US:
Pre-K Consultant of the Day 404-656-5957 888-4GA-PREK

PQA TIPS OF THE MONTH

Tip # 1 B1 - A protected space is accessible for one or two children to work or play without interruptions.
Think of this space as a "retreat" space. Ideas include but are not limited to a designated protected area, a sign a child can use to define a "no interruption" space, implementing the classroom practice

of honoring requests of children to be alone, a small table set up with one or two chairs, a space set up with a walkman, transparent fabric (organza or toile) draped from the ceiling, a large box or small corner with pillows, rugs, stuffed animals and writing materials, etc. The protected space does not have to be a stationary classroom space (hula hoop, stop sign, etc.). The protected

space should not be used for discipline and it must be evident that the protected space is being used appropriately in the classroom.
Tip # 2 Diversity is reflected in the classroom learning areas and materials.
It is important that the class-
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Suspension/Disenrollment Contact your Pre-K Consultant
RC Program/Attendance Lori Smith 478-471-5311 lori.smith@decal.ga.gov
Newsletter Staff Nicole Cook nicole.cook@decal.ga.gov Peggy Kosater peggy.kosater@decal.ga.gov Meghan McNail meghan.mcnail@decal.ga.gov Pam Bojo pam.bojo@decal.ga.gov Lori Smith lori.smith@decal.ga.gov Monica Warren monica.warren@decal.ga.gov

PHONOLOGICAL AWARENESS ACTIVITIES

St. Patty's Day Toss: The teacher provides the children with 5-7 plastic gold coins. The teacher says a 5-7 word sentence aloud. The child should toss a gold coin in a black plastic pot or other container for each word in the sentence.

Now try these activities: (1) Using the list of words, clap the syllables. (2) Ask children to generate a word that rhymes with the picture. (3) Have children listen for the first sound (not letter) and make the sound aloud.

String the Beads: Find green, gold or shamrock shaped beads. Give each participating child a string with a knot in one end and some beads. The teacher says a 1,2,3 or 4 syllable word and the children should string one bead for each syllable and repeat the word. Use St. Patrick's Day Vocabulary for added interest and fun.

Syllable Games: Place pictures of the following on green shamrocks or index cards and have children pull them out of a leprechaun hat or black plastic pot.

Green Jig Shamrock Parade

St. Patrick Clover Gold Luck

Pot Leprechaun Rainbow

Sentence Imitation: Teacher reads a sentence or question aloud. All students repeat the sentence. (Be creative and make up your own sentences.) Who sold the gold? I ate the green bean. Show me the rainbow. Where did the rainbow go? The clover is under the cover. He's a lucky ducky. Then the teacher gives the students a starter sentence and the children give a word that rhymes. Where did the rainbow ______ ? I ate a green _______.
Poems/Rhymes/Songs St. Patrick's Day is here, you see. We'll pick some shamrocks, one, two,

three. We'll count the leaves and look them over, And maybe find a four-leafed clover. I'll sew green buttons on my vest, Green for St. Patrick is the best. I'll wear a green hat, very high, And dance a jig--at least I'll try!
Rainbow Bridge There's a great big cloud over here. (form clouds with hands to right side of body) And a great big cloud over there. (form cloud with hands to left side of body) The rain falls down and makes a path. (make pretend falling rain with fingers) A rainbow bridge up in the air! (make a large arc from left to right with hands)

PARENT INVOLVEMENT IDEA

Making Instruments
Invite the children's families to the classroom to make instruments. Provide a variety of materials such as beans, streamers, staplers, tape, glue, paper plates, cans, buttons, sandpaper, bottles and rice. Encourage the children and

their parents to make an assortment of music instruments and then have a parade. This would be a great opportunity to ask any family members that have musical talent to share their abilities with the class.
Visit our website (www.decal.state.ga.us) and look for the resource titled, "Music and Movement Ideas" located under Pre-

K/Teachers/Teachers-PQA Resources/ Music and Movement for additional ideas.
Send pictures of your successful event or other ideas you have that involve family members to Lori Smith at lori. smith@decal.ga.gov.

SIMPLE SCIENCE FOR CHILDREN

We are able to hear music/sound through vibrations. Try these activities in your classroom.
1. Have the children put their fingers on the front of their throat, very close to the "voice box." Then have the children make a noise and describe what they felt in their throat as the noise was coming out.
2. Strike a tuning fork and dip it into water. Observe the waves/vibrations.
3. Sprinkle cereal flakes on a drum and tap the top of the drum. Vibration

causes movement of the cereal. 4. Place a hand on top of a playing ra-
dio. Describe how the vibrations change with the beat of the music.
Activity One Prepare the following before presenting the activity. Using small plastic bottles or tennis balls (with a small slit cut for filling) create "pairs" of shakers that make the same sound by filling with the same material. Use a variety of filling material so that you have distinct sounding shakers (bells, corn kernels, buttons, Styrofoam,

pebbles, dried beans, sand). Make enough so that each child in the class has one shaker for matching.
Begin the lesson by giving each child a shaker and encouraging them to find the matching partner through listening. After matches have been made, the children can decorate shakers with stickers, paint pens, glitter paint, etc. Shakers can be placed in the science area for independent use. You can use these fun, class-made shakers as props for music and movement time.
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CHANGING YOUR ENVIRONMENT FOR MUSIC

DRAMATIC PLAY Create a stage Use a designated area for auditions for PreK IDOL. Add a CD player, microphone (real or class made with paper towel rolls and Styrofoam balls) musical instruments, fancy dress up clothes, flashlights for spot lights or a Disco ball. You could also ask parents to donate old video cameras/regular cameras to "film" the auditions. Come up with a fun name for your auditions and create a sign to hang in the background. Also pick children to be the judges, MC, etc. Children can have the choice to either sing or play an instrument. You may want to turn this into a family activity and have the children practice and then perform Pre-K IDOL for the families. This would be a great end of the year activity.
SCIENCE AREA Music Color Crystals For each color crystal, mix 1 tablespoon Epsom salts and 1 tablespoon water in a baby food jar or a clear plastic glass. Stir in teaspoon of food coloring into each jar. Shake jars to music, play soft music and shake slowly, then play fast music and shake quickly. Observe during the next few days as the water evaporates and small crystals begin to form. Keep a non-breakable magnifying glass on hand for closer examination.
Dancing Rainbows Hold a prism so that the sun shines through it. Have children look for the rainbows it reflects on the ceiling, walls and floor. How many are there? Help them identify the colors in the rainbow.
MUSIC AREA Music variety You can focus on various kinds of music each week and plan your lesson plans around different types. Talk about why various cultures play certain music, bring in any instruments that go along with the music, dances that are particular to a certain culture, etc. This would also meet the indicator on the PQA that activities are planned to familiarize children with music of various cultures.
ART AREA Add musical note stamps Also add cookie cutters in the shape of musical instruments for use with play dough and

clay. Have children paint to music, slow music for slow painting and fast music for quick painting.
MATH AREA Music Math Cut paper music notes in half with the number written on one half and corresponding dots on the other half.
Music Memory Create memory cards with pictures of instruments, musical notes, etc. Make two of each so they can play a memory game.
BLOCK AREA Create a practice IDOL area Use blocks to make a stage, add a small piano, music books, and a microphone. Children can practice here before they go to the dramatic play area to audition. . WRITING CENTER Suggested words to add to your writing center:

music guitar sing voice

note drums stage judge

radio flute lights pitch

dance piano camera theater

You can also add a picture, clipart or drawing next to the word on a word strip. This will address the needs of the readers and non-readers in your classroom. Music stencils and stamps are also a great addition to the writing area.
RECOMMENDED BOOKS Ben's Trumpet by Rachel Isadora Berlioz the Bear by Jan Bret Making Music by Eddie Hershel Oates Making Sounds by Julian Rowe & Molly Perham The Banza by Diane Wolkstein The Bremen-Town Musicians by Ruth B. Goss The Happy Hedgehog Band by Martin Waddell Fluffy's Lucky Day by Kate Mcmullan Hooray for St. Patrick's Day by Joan Holub St. Patrick's Day in the Morning by Jan Brett St. Patrick's Day by Gail Gibbons St. Patrick's Day Alphabet by Beverly Barras Vidrine A Leprechaun's St. Patrick's Day by Sarah Kirwan Blazek

B E C R E A T I V E
"The beginning is the most
important part of the work." - Plato

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SIMPLE SCIENCE (continued)

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class made shakers as props for music and movement time.
Activity Two Hang a wooden dowel rod eye level to the children. Using a thin, strong cord hang a large nail, a large screw, a bell, a piece of wood, a fork, a spoon, and a plastic bottle from the dowel. The children can use a mallet to create music.
Activity Three Give the children several identical glass jars, each filled with the same amount of colored water. Provide them with a striker, a small pitcher of water, and some paper and crayons. Encourage them to experiment with the sounds made by striking the jars. If the jars are truly identical, they should all sound very similar.

Add a little water to one of the glasses, then ask the children to compare the sound made by striking that jar to the sound made by striking the other jars. You might prompt them to try to create a sequence of tones from low to high and then to create music or re-create simple, familiar tunes on the jars. They can draw a picture to represent their composition or to show the sequence of the jars.
Activity Four Making tap shoes: Use two large, same size metal bottle caps. Punch two holes in the top of each cap about inch apart. Thread twine through the two holes so both ends come out on the inside of each cap. Attach the caps to each child's shoes by weaving through the shoelaces. The cap will be located on the bottom of the child's shoe. Tie securely. They can now

tap various beats and rhythms. Thumb strummers: Stretch various sized rubber bands across open boxes or clean Styrofoam trays. The children can strum rubber bands to create music. Twisty Drums: Tape a dowel onto the inside of a paper plate. Leave half of the dowel on outside of the plate for handle. Place a second paper plate on top and secure tightly with tape or staples. (You should have something that looks like a lollipop.) Punch a one hole through the rim of the plate on both the left and right sides. Tie a wooden bead to the end of a piece of twine. Tie the other end through one of the holes. Repeat this process for the second hole. Children can hold the dowel between the palms of their hands and roll it quickly.

HELPFUL WEBSITES
Here are some helpful websites that focus on music and how to incorporate music into the classroom. www.exploratorium.edu/science_explorer/can.html www.canteach.ca/elementary/physical12.html http://web.archive.org/web/20041010041521/www.galaxy.net/~k12/sound/ www.music4kids.com/meyc/ www.songsforteaching.com/preschoolkindergarten.htm www.naeyc.org/ece/2004/01.asp www.childcareaware.org
Be sure to visit Bright from the Start's website for additional resources for your classroom.
If you have ideas to share, please send them to monica.warren@decal.ga.gov.

"A child can ask questions that a wise man cannot answer." -Author Unknown

PQA TIPS (continued)

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room materials reflect the diversity of the students' homes and communities, represent varying populations of the world, and represent various disabilities and generations. The following are examples of how diversity can be reflected in learning areas: Art: Crayons, paints, markers, colored pencils, and paper in different skin tones, materials that encourage children to make the arts and crafts found in their communities and different cultures (ceramic bowls and statues, clay to make pottery, yarn and frame looms), books that have

Be sure to read the PQA clarifications and definitions!!
pictures of art from different cultures. Blocks: Animal figures representing different typical and unusual pets, toy vehicles representing different types of jobs

(construction equipment, farm tractors, taxi cabs), diverse building materials used locally and in other cultures (wood, bricks, thatching grass, boards made of recycled plastic). Books: Books in languages spoken at home; books depicting a variety of families, races and ethnicities, cultures and ages (babies through elderly), books showing men and women engaged in different activities at home, work and leisure, books depicting children and adults with various disabilities. Dramatic Play: Boy and girl dolls of different ethnicity (required in B5 Meets),
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SETTING UP YOUR ENVIORNMENT FOR SUCCESS
THE ABC's OF BEHAVIOR MANAGEMENT

Always consider the child's feelings.
Be alert and observant. Develop the ability to always see or know what is going on in your class.
Choose your words carefully when problems do arise.
Discipline yourself. Control your own temper. Some children enjoy seeing an adults reactions to their behavior.
Excessive flattery as a technique to motivate or control is ineffective.
Firmness and Fairness should abide.
Good humor goes a long way. Children who see you happy are more likely to be happy themselves.
Handle problems yourself as much as possible. Do not threaten to send a child to the Director or Principal. Threats can cause a power struggle that generally escalates into a no-win situation.
Ignore those behaviors that are just to get attention.
Join the children at the back of the line. That way you can see all of them as they go down the hall.
Keep this simple idea in mind. We are not dealing with children

who are problems, but rather children who may have problems.
Lead and set expectations for children at the beginning of the year.
Make positive statements as much as possible. Warm responses and wholesome child demeanor are largely a result of the degree of positivism the teacher shows the children.
Never underestimate the power of your appearance. Teachers should dress appropriately. The manner in which you dress sets the climate for your group.
Options are important to children. Vary activities to reduce boredom and enhance their interest.
Proximity control is an effective preventative approach. Some misbehavior can be stopped by moving close to the child who is having a hard time.
Quiet activities can be just as much fun as noisy ones.
Routine rules and procedures should be present and taught to children. Smoother transitions occur when time is invested in teaching children such procedures early in the program.
Show the children you are up for the challenge. A well-
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GEORGIA'S PRE-K CHILD ASSESSMENT PROGRAM
This month's focus is on the correlation between the Pre-K Content Standards and the Work Sampling System (WSS) Performance Indicators.
1) What is the relationship to and how do the WSS Performance Indicators correspond with the Pre-K Content Standards?
The WSS Performance Indicators measure learning based on the Content Standards. The WSS indicators provide a profile of each child's performance and redirect the teacher back to the corresponding Content Standards for additional planning. Georgia's Pre-K Content Standards identify what four year olds should know, understand, and be able to do.
2) Why is the wording on the WSS Performance Indicators different from the wording in the Pre-K Content Standards?
WSS was designed to work with a broad array of research based national, state, and local standards. Georgia's Pre-K Content Standards are specific to Georgia: that's why the WSS Performance Indicators have been correlated to the Content Standards and can easily be used to measure the children's performance in relation to the Content Standards.

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RECIPES
JIGGLY SHAMROCKS
Prepare a pan of Jello Jigglers following the package directions. Use lime gelatin. Use shamrock cookie cutters to create shamrocks out of the gelatin once it has set. Use a can of whipped cream to squirt cream in the middle of the shamrock then decorate with gold cake-decorating sprinkles!
MAGIC LEPRECHAUN PIES
Children can easily help with this recipe! Combine milk with pistachio pudding mix according to the directions. Add Cool Whip and mix well. Let the children spoon the mixture into individual graham cracker crusts to create miniature pies. Refrigerate the pies for approximately 30 minutes.
FREEZE DANCE POPS
Supplies 4 mini paper cups 4 Popsicle sticks Knife and cutting board Potato masher
Ingredients 2 peaches, pitted and peeled or 1 cup canned peaches in their own juice 1 cup low-fat vanilla yogurt
Directions 1. Clean, peel, and slice peaches and place in small bowl.
2. Mash peaches, add yogurt, and mix.
3. Divide mixture into 4 mini paper cups.
4. Place cups in freezer for 30 minutes, then insert Popsicle sticks and freeze for another 1 hours or until solid.
Note: You should peel and slice the peaches, but kids can help with mashing, mixing, and making the Popsicles.

SETTING UP YOUR ENVIRONMENT (continued)
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organized plan is the most essential key to good behavior. Try to predict what would confuse or distract the children. Use natural consequences as appropriate. For example, have a child sweep the room if he or she has been throwing sand from the sensory table. Value each child and the time spent with each child. Watch the amount of attention you give to individual children. Whether it is for a problem or not, children "tune in" to how much time you spend with others. Refrain from favoritism. Children can sense this immediately. X-pect to have fun. Meeting your own expectations always makes you feel good about yourself and the program. Yelling is not effective with children. Teachers who use this approach may have quiet, controlled children one moment, then angry, hostile ones the next. Zoom in and handle problems quickly. The sooner the problem is handled, the less disruptive your class will become.
PQA TIPS (continued)
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kitchen utensils and food packages reflective of those in children's homes, dress-up clothing with items from different cultures and occupations, child-size disability aids (walkers, crutches, eyeglasses with lenses removed). Science: Real examples and/or photos of plants and animal wildlife that is native to the area and in other countries, tools and other items related to local weather patterns (for snow removal, sun protection, rainy season, hurricane preparedness). For more lesson plan tips, visit our website and look under Pre-K/ Teacher/PQA Resources/Planning.
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