Pre-K teaching times, Feb. 2013

Pre-K Teaching Times

Building Positive Relationships

As our country considers mental health, Bright from the Start continues to stress the importance of building positive relationships with young children. All children grow and thrive in the context of close and dependable relationships that provide love, security, and responsive interactions. A positive teacher-child relationship built on trust, understanding, and care will foster a child's cooperation and motivation and increase that child's positive outcomes in classroom settings.
In early childhood settings, each moment that teachers and children interact is an opportunity to develop positive relationships. Teachers and other caregivers can use a variety of strategies to build positive relationships with children. Teacher behaviors such as listening to children, making eye contact, and engaging in one-on-one, face-to-face interactions with young children promote secure teacher-child relationships. Talking to children using a pleasant, calm voice and simple language builds a positive

relationship. Greeting children warmly when they arrive in the classroom establishes secure relationships between teachers and children.
It is important for teachers to use developmentally and individually appropriate strategies that consider children's differing needs, interests, styles, and abilities. For example, with Pre-K children, teachers encourage mutual respect between children and teachers by waiting until children finish asking questions before answering them and by encouraging children to listen when others speak. In addition, teachers' use of positive guidance techniques (e.g., modeling and encouraging appropriate behavior, redirecting children to more acceptable activities, setting clear limits) helps children develop trusting relationships with teachers.
Following are other ways to help develop positive teacher-child relationships:
Ask parents to complete interest surveys about their child.

Greet every child at the door by name.
Get on the child's level for face-to-face interactions.
Provide warm, responsive physical contact.
Follow the child's lead and interests during play.
Have a conversation over snack or meals.
Help children when they engage in challenging behaviors.
Respond quickly when students make a comment, ask a question, or indicate the need for help or attention.
Acknowledge children for their accomplishments and effort.
Incorporate students' interests and ideas into lessons and activities.
Clearly state and consistently enforce the rules and expectations in a predictable manner.
Individualize praise to specific students about specific behavior.

February 2013

Inside this issue:

Shared Writing 2 Made Easy

Shared Writing 3 Made Easy

Math

4

Assessment

4

Teacher to

5

Teacher

Getting to Know 6 the GELDS

Science

7

Info to Know 8

Teacher Work- 8 shops

Shared Writing Made Easy!
If using shared writing with four year olds makes you nervous, the following will help eliminate your anxieties about the large group literacy segment of the Pre-K day. Choose a picture from a magazine or from a search on the Internet. The picture should be large enough for all the children to see.

Tape the picture in the center of a large piece of chart paper, and have blue or black markers handy. Gather the children in front of the chart paper ensuring that all children can see. Ask the children to tell you what they see in the picture. One child may say, "I see a cupcake." Say, "You're right, there is a cupcake on several of the plates in this picture. Let's write the word `cupcake' on our chart." Say the word "cupcake" as you use your dark marker to write the word on the chart; then, draw a line from the word "cupcake" to that item in the picture, or ask a child to draw the arrow from the word to the item.
Cupcake

As the children identify the various items in the picture, write the name of the object and draw an arrow to the item. Write with large letters, so all can easily see.

Page 2

Pre-K Teaching Times

Shared Writing Made Easy (continued)
Easel

Cupcake

Table

Red shirt

Ponytail

Heart

Keeping the activity fast paced will keep the children engaged. After several of items in the picture have been labeled, tell the children that, together, you are going to title the picture. Explain that a title will tell what is going on in the picture. Take suggestions from the children about a good title for the picture. Agree as a class on what the perfect title would be and write the title at the bottom of the chart. Speak out loud as you write: "The children are at a Valentine's party."

Easel

Cupcake

Table

Red shirt

Ponytail

Heart

This simple large group literacy technique helps children begin to understand how everyday objects can be represented by words; because you are recording the thoughts of the children in large text so all can see, you are also demonstrating right-to-left progression of the writing process, proper letter formation, and letter-sound relationships. This activity builds vocabulary and allows each child an opportunity for success. Creating a title helps children describe the main idea of the picture.

Page 3

Recognizing that four year olds need concrete objects to manipulate, little boxes of Conversation Heart candies available at most dollar stores make wonderful and inexpensive manipulatives for Pre -K math activities in February. The small size of the candy hearts make them perfect for little hands. The boxes of candy can be used to estimate "How many candy hearts do you think are in the box?" or "Which color do you think appears most in the box?" Estimates can be recorded and easily checked by counting the hearts. The hearts can be sorted by color and then graphed as a small group activity. Teachers

Math
can differentiate the graphing activity based on the skill level of each group. The graphing activity would lend itself to great vocabulary development on terms such as "more," "less," and "same/ equal." The heart candies can be used for numeration activities such as counting with one-to-one corre-

spondence and making sets, patterning activities, and ordinal number activities. By giving each student in a group a work mat with a die cut heart in the center, the box of candy could be used for an "on/off" game where students spill the box of candy onto the mat and compare how many candies land on the die cut heart and how many land off the heart. Making comparisons promotes concept development and helps students develop analysis and reasoning

Assessment

A question often asked at the be- newsletter, your class profile or ginning of the 2nd semester of Pre spreadsheet was compared to a

-K is, "Why are children assessed shopping list so that you could

twice a year? Why not just one look to see what was needed on

time?"

a child. Use your profile or spread-

sheet to help you get started this Children grow and change at dif- 2nd reporting period. These docuferent rates. Their growth often ments provide a picture of where occurs quite rapidly. Only by not- your students' were progressing ing a child's specific performance and could be used to help you at one point in time can you accu- plan prerequisite or basic experirately assess the child's progress ences for particular students or later. We assess twice a year so more advanced activities for other that the child's profile of skills and students at the beginning of the knowledge in one collection peri- 2nd semester. od can be compared with their

profile in an earlier period. This facilitates assessment of progress and provides a chance to record change in performance.

WSO teachers should be observing, recording, classifying all M, N, P, and WS at least weekly and rate indicators on the Develop-

mental Checklist. Remember to In an earlier edition of the Pre-K finalize the checklist each time.

Archive any children who left the program during the break.
WSS teachers should also be observing, recording, classifying all matrices, notes, photos, and work samples at least weekly. During Week 5 you will review your data and rate the indicators on the GSU spreadsheet or the WSS Developmental Checklist. Remember, assessment should be purposeful, so collect at least one type of assessment daily.

Page 4

Pre-K Teaching Times

Teacher to Teacher

"Give us a planning tip or approach on how you plan meaningful Closing Activities for your weekly lesson plans"
My children are still sleepy and not so energetic for closing activity, so I plan for active and easily repeatable games to review concepts taught earlier in the day. Familiar book with a puppet show, hands-on science experiment, repeat of our weekly finger plays and rhymes, and on Fridays I use an activity I did not get to implement during the week. The important thing is to use this time for review to strengthen skills or concepts introduced during the week.
Nancy Burton
I put items we went over during the week into a polka dot bag! We then review each item. For example, if I pull a bear from the bag, we review hibernation.
Tiffany Padgett
One day each week I read a math book with a math activity that teaches a skill we have focused on during the week. One of our favorites is counting down (or up) around the circle and changing the theme of the activity for the time of the year. Example, after reading Count Down to Christmas, we pass a wrapped present around the circle. If the chosen number is "8," we count 1-8, then say "Jingle." The person who gets "Jingle" then picks the next number for the next game. You can change this activity easily to go with any theme.
Julie Moore
When it is time to plan my closing activities, I use my assessment information to determine on which skills most of my class needs to focus. I choose two skills each week and find a way to make a game out of teaching that particular

standard. For example, during the week of Thanksgiving, I made turkey cards with numerals and letters on them. I placed the cards on individual chairs, and we played a large group game of musical chairs where all children got a turn, and no one was eliminated (it is important to keep all engaged so we all continue the game together). When the music stopped, children had a chance to identify their number or letter. Different versions of this game can be played based on the needs of your children.
Mercedes Mitchell
I plan closing activities that relate to the current topic or theme being discussed. The main thing to remember is to make activities student centered and something in which they have shown an interest. At times I utilized the SmartBoard for an interactive game and sing favorite songs and finger plays. Make it fun and make it about the kids!
Michael Chandler Lissa Escutia
I wrote a song to help my children respond to questioning about their day. We sing it to the tune of "London Bridge."
Name one thing you did today, did today, did today.
Name one thing you did today in your pre-k school.

by giving the children one last learning moment before going home.
Kaley Hatch
I plan a weekly activity to include graphing and/or Guess My Rule game. We graph favorite cereals, candy, TV programs; really anything! For Guess My Rule I sort students--striped shirts, bow in hair, blue jeans--or I pattern students--short sleeves/long sleeves, red shirt/black shirt, etc. I tell students if it is a sort or a pattern. This activity encourages students to observe and use higher order thinking skills to solve the sorting or patterning example.
Michelle Barnette
One of my strategies is to plan once a week to let the children tell me what they did during our day that was kind or helpful to a friend. This initiates a review of our day and encourages the children to reflect. It also encourages and recognizes positive social behaviors.
Kathy Huie
Once a week I choose one of the children's favorite or well-known books, and the children role play the story using simple signs and/or props. My students often role play stories during centers during which I take notes and/or pictures.
Lucy Johnston

Karen George

I use our weekly theme to create group involvement review activities. It is important to get them up and moving to ensure engagement, as this is shortly after nap and I realize the importance of closing the day

Page 5

Teacher to Teacher (continued)

I look at the topic we are focused on for that week, and plan games and songs that will get everybody up and moving, yet focused on specific skills or needs of my children that was the focus for the seek. Because we plan Closing Activities at the same time we plan lessons for the week, it is easy to make skill connections across the entire day.
Danette Thompson
I enjoy Five Seconds of Fame: We pass a microphone around, and each student gets up to a minute to be a star, sharing something from the day that we learned.
Ashley Stone
We review finger plays that were introduced during the

week. Another activity is to chart ward to when returning the next

"What I learned today" or "My fa- day...it creates a buzz and excite-

vorite thing we did today." At times ment for learning.

we end this activity by my stating "When your parents ask what you

Kayla Willingham

learned today, or what you did today, this is what you can tell them!" This is a good way to review concepts or topics we have covered.

The end of the day is used to recap/revisit activities that were implemented earlier in the day, especially activities that we as a group may need more practice to better

Janice Bowers understand. I use information from the week before to guide me in

Each Closing Activity is a planned planning the focus of activities for

activity that allows me to review Closing Activity.

what we experienced during the day, an activity that allows me to

William Perry

specifically focus on skills intro-

duced earlier in the day. At times it

is an activity that prepares them for

tomorrow. I like to give the students

an insight about the next day so

they have something to look for-

Georgia has been revising the state's early learning standards since 2010. The revision process stemmed from a need for higher-quality standards for children birth through age 5 and a need for better alignment with the Common Core Performance Standards for K-12. The GELDS will be posted on the DECAL website in February 2013 for public comment and feedback. Public awareness, professional development, and implementation of the GELDS will take place in 2013 and 2014.

Getting to Know: Georgia Early Learning and Development Standards (GELDS)
Domains of Learning

I. Physical Development and Motor
Skills
Health and Well Being
Use of Senses Motor Skills

II. Social and Emotional Develop-
ment
Developing a Sense of Self
Self-Regulation Developing a Sense
of Self with Others

III. Approaches to Play
and Learning

IV. Communication, Language, and Literacy

Initiative and Exploration
Attentiveness and Persistence
Play

Receptive Language (Listening)
Expressive Language Early Reading Early Writing English Language Liter-
acy

V.

Cognitive

Devel-

opment and General

Knowledge

Sub-Domains: Math Social Studies Science Creative Development Cognitive Processes

Page 6

Pre-K Teaching Times

Brrr...It's Cold Outside. Let's Have Fun with Science Inside!

Winter brings many opportunities to excite your migration, and the search for food outside preferably where your

children about science. The change in weather during winter provide topics for

class can easily see it. A fine

is a great springboard for discussing seasons, many classroom activities. Use the motor activity that also helps birds

animals and hibernation, and the changes in following activities to help your

is to have your children string circle

water. Because science is a broad subject for class get started with their own

-shaped cereal onto a pipe cleaner

Pre-K children to grasp, it is important to pro- exploration.

or string and hang these outside.

vide hands-on, fun activities. Try experiments Teach your children a lesson on

For a longer lasting bird feeder, cut

and activities that will enliven your children!

hibernation and bears' behavior rectangular openings on two sides

Get your children excited about science con-

during the winter. Use a chil-

of a clean, plastic milk carton. Cut

cepts like observing, drawing conclusions, and dren's book that discusses hiber- a small hole beneath the opening

the scientific method by using the following

nation, such as Every Autumn

and place a length of wooden dow-

ideas.

Comes the Bear by Jim Arnosky. el into it to provide a perch for the

This story follows a bear as he

birds.

In a small group, provide children with ice cu-

searches for a den for hiberna-

bes. Let the kids play with them and talk

tion. As a culminating activity Remember, whenever you feed ani-

about how cold they are. Allow them to dip

about bear hibernation, bring in mals in the winter, it's important to

the ice cubes in paint and slide them around several cardboard boxes to

continue feeding them throughout

on a large piece of paper to make abstract

serve as caves. Place them in

the season. They come to rely on

water colors! To add a literacy element, have the dramatic play or block area

the source of food and will miss it if

the children brainstorm words that describe and let the kids decorate the

you stop.

ice and write them on a large paper ice cu-

caves with construction paper or

be.

paint. Use stuffed toy bears to The following books integrate science

Ice can also be a fun activity for a second sen- allow the kids to recreate hiber- and literacy concepts:

sory table. Freeze small toys in ice cube

nation.

Hello Snow by Hope Vestergaar

trays and in various size containers and

Explain that a bear keeps warm

I like Winter by Lois Lenski

place them in the sensory table. Give the

during the winter because of a

What is Hibernation? By John

children plastic or wooden mallets and let

layer of blubber between his

Crossingham

them chip away the ice to find out what is

coat and his body. Use the fol-

Time to Sleep by Denise Flem-

inside. This takes preparation on your part,

lowing experiment to show how

ing

but the children's enjoyment is worth it! Be

blubber keeps bears warm. Fill a

The First Day of Winter by Den-

sure to introduce the word, "archeologist" to bucket with ice water and have

ise Fleming

them.

the children stick their hands in

The Big Snow by Berta Hader

Experiment with what makes ice melt the fast- it. Discuss how the water feels.

When the Bear Sleeps by Caitlin

est. Have children predict if ice will melt fast- After doing this, take a plastic

Matthews

er in their bare hands or with a mitten on.

bag and put solid cooking short-

It's Winter by Susa Swan and

Test their predictions. This can also be

ening in it. Place another bag

Linda Glaser

turned into a math graph activity.

inside this one so the children's

When Winter Comes by Nancy

Have children predict and experiment with

hands don't get dirty. Now have

Van Laan

what makes ice melt the fastest salt, water, them put their hand in the bag

Winter Wonderland by Jill

or both mixed together. Take three pans of

and stick it back in the ice water.

Esbaum

ice. Sprinkle salt on one, water on the other, It won't be as cold because the

Animals in Winter by Henrietta

and salt and water on the third. Before be-

shortening acts like a layer of fat

Bancroft

ginning the experiment, chart the children's

and keeps the cold water from

The Story of Snow: The Science

predictions and discuss what happened after touching the skin. Talk about

of Winter's Wonder by Mark

it is complete.

how this keeps animals like

Cassing

Make your own crystals. Mix 1 cup Epsom

bears and penguins warm.

salts and 1 cup boiling water. Let the mixture Discuss with your children how

cool and then pour into a dish. Let the dish

feeding animals during the win-

sit overnight and show it to the children the

ter months provides them food

next day. Place the dish in the science cen- when they may have difficulty

ter for children to examine the crystals with

finding it in nature. In small

magnifying glasses.

groups make homemade bird

feeders with your children. Have

Winter transforms our world outdoors and the them coat a pine cone with pea-

behaviors of animals making it an appealing

nut butter and roll it in bird seed.

topic of study for preschool kids. Hibernation,

Attach a string to it and hang it

Page 7

Pre-KPTre-aKchTinegacThimingesTimes

Georgia's Pre-K Program 2 Martin Luther King Jr. Drive, SE 754 East Tower Atlanta, GA 30334
For updates from Bright from the Start: Georgia Department of Early Care and Learning, follow us on Twitter at www.twitter.com/ gadeptearlycare or Facebook at www.facebook.com/ brightfromthestart.

Business Taglin

Call the BFTS office and Pre-K consultant on duty at 404-656-5957. PreK consultant contact information also can be found on the website at www.decal.ga.gov

Please continue to email your Pre-K stories to:
20yearsofprek@decal.ga.gov

Teacher Workshops

Earn PLU's & BFTS credit hours at the Zoo!
Teacher workshops at Zoo Atlanta are designed to deepen knowledge and boost confidence in science by utilizing a living laboratory of 1,500 of the planet's most amazing creatures. Experience tours, hands-on activities, up-close animal encounters, and go home with gradeappropriate curriculum aligned with state standards for your classroom.
NEW! Early Childhood Programs: Bright from the Start-approved trainings to strengthen knowledge in science and provide ageappropriate teaching strategies.

Growing Up Wild 6 BFTS credit hours
Project Learning Tree: Environmental Experiences for Early Childhood April 20, 2013 9 a.m. to 3 p.m. Cost: $60 6 BFTS credit hours
Giant Pandas & the Asian Connection February 9, 2013 9 a.m. to 3 p.m. Cost: $60 1 PLU
NEW! Exploring Ecosystems March 16, 2013 9 a.m. to 4 p.m. Cost: $60 1 PLU

Animals across the Curriculum New STEM activities! June 12-14, 2013 9 a.m. to 4 p.m. Cost: $75 2 PLUs
Project WILD and Project Learning Tree June 19-21, 2013 9 a.m. to 4 p.m. Cost: $75 2 PLUs
Visit zooatlanta.org or call 404.624.WILD to register or learn more.