Group ProjectREAD 3316

• By Mackenzie Tatum & Hannah Gray

Good Morning(Beginning of the Day) 

Good morning, good morningHow are you today?Say good morning, good morningIn a special way.Let’s say it like a duckQuack, quack, quack!Let’s say it like a dogWoof, woof, woof!Let’s say it like a catMeow, meow, meow!Let’s say it all togetherGood morning, good morningHow are you today?Say good morning, good morningIn a special way.

Good Morning Boogie(Beginning of the Day)

Good morning, good morning(students wave)

How are you today?(students shrug shoulders)

Say good morning, good morning(students wave)

In a special way.(students high five, shake hands, etc.)Let’s say it like a duck(students shout animal)Quack, quack, quack!(students act like ducks)

Let’s say it like a dog(students shout animal)

Woof, woof, woof!(students act like a dog)

Let’s say it like a cat(students shout animal)

Meow, meow, meow!(students act like cats)

Let’s say it all together(students wave spirit fingers)

Good morning, good morning(students wave)

How are you today?(students shrug shoulders)

Say good morning, good morning(students wave)

In a special way.(students high five, shake hands, etc.)

Source: Songs for Teaching(http://www.songsforteaching.com/caroline&danny/goodmorning.php)Motions by: Mackenzie Tatum and Hannah Gray

Going To Preschool(Coming to the Cycle)

Going to Preschool is lot’s of fun, It’s lot’s of fun going to Preschool, We count to one and then to two, So let’s all sing along, Going to preschool is lot’s of fun, It’s lot’s of fun going to Preschool,We count to one and then to two,So let’s all sing along,

Going to Preschool(Coming to the Cycle)

Sang to the tune of “Father Abraham”

Going to Preschool is lot’s of fun, It’s lot’s of fun going to Preschool, We count to one and then to two, So let’s all sing along, (Right Arm)

(students shake arm and continue singing)

Going to preschool is lot’s of fun, It’s lot’s of fun going to Preschool,We count to one and then to two,So let’s all sing along, (Left Arm)…(Continue repeating until all limbs are done and finish by saying “sit down.”)

Source –Wiggles and Giggles Preschool; www.atozpreschool.comTamela E.

Cleanup Time(Being a Helper)

Clean up time, clean up time, Lend a hand and sing a rhyme.Clean up time, so do your part, Ready, get set, now start!

Clean up your toys, put ‘em away. Put ‘em away, oh put put ‘em away.Put ‘em away, where they belong. Cleaning up is the name of this song.

Cleanup Time(Being a Helper)

Clean up time, clean up time, (Have students clean up toys while singing)Lend a hand and sing a rhyme.Clean up time, so do your part, Ready, get set, now start!

Clean up your toys, put ‘em away. Put ‘em away, oh put put ‘em away.Put ‘em away, where they belong. Cleaning up is the name of this song.

Source: Songs for Teachinghttp://www.songsforteaching.com/caroline&danny/cleanuptime.php)Motions: Mackenzie Tatum & Hannah Gray

Rain(Spring)

Rain on the green grass, Rain on the trees, Rain on the rooftop, But not on me!

Rain(Spring)

Rain on the green grass, (Make rain motions with fingers, bringing fingers all the way to ground.)

Rain on the trees, (Make rain motions with fingers to shoulders, then sweep hands around to form

treetop.)

Rain on the rooftop, (Make rain motions with fingers to top of head, then form triangle over head.)

But not on me!(Make large "x" with right index finger; point to self.) 

Source: Children’s Songs and Action Rhymes for Spring by Julie Vickery-Smithhttp://www.theholidayzone.com/spring/songs.html

All the Leaves are Falling Down(Fall)

All the leaves are falling down, falling down, falling down All the leaves are falling down, it is fall.

Take the rake and rake them up, rake them up, rake them up Take the rake and rake them up, it is fall. Make a pile and jump right in, jump right in, jump right inMake a pile and jump right in, it is fall.

All the Leaves are Falling Down(Fall)

Tune: “London Bridges Falling Down”

All the leaves are falling down, falling down, falling down (Imitate leaves falling down)All the leaves are falling down, it is fall. 

Take the rake and rake them up, rake them up, rake them up (Imitate raking leaves)Take the rake and rake them up, it is fall. 

Make a pile and jump right in, jump right in, jump right in, (Children jump forward)Make a pile and jump right in, it is fall.

Source: Fall Leaves Songs and Chants by Jean Warrenhttp://www.preschoolexpress.com/music_station07/fall-leaves-songs-rhymes-sep07.shtml

The Winter Song(Winter)

Let’s sing a winter song, Let’s sing a winter song.The days are short, the nights are long,Let’s sing a winter song.The winter is cold, The winter is cold, It freezes noses, ears and toes,The winter wind is cold.Winter is now here,Winter is now here,Put on your coat, your hat, your gloves,Winter is now here.

The Winter SongTo the tune of “Farmer in the Dell”

(Winter)Let’s sing a winter song, (students shiver)Let’s sing a winter song.(students shiver)The days are short, the nights are long,(students make short lengths, then long)Let’s sing a winter song.(students shiver)The winter is cold, The winter is cold, It freezes noses, ears and toes,(students touch nose, ears and toes)The winter wind is cold.Winter is now here,Winter is now here,Put on your coat, your hat, your gloves,(students act like putting on coat, hat and gloves)Winter is now here. Source: Winter songshttp://perpetualpreschool.com_themes/ice/ice_songs.htm

Take Me Out to the Ocean(Summer)

Take me out to the oceanTake me out to the seaThere goes starfish and a sand dollarI’m having such fun, I’ve just got to

hollerOh, it’s swim, swim, swim underwaterCatch a ride on a whale, don’t fearFor the sea animals are out friendsLet’s give a great big cheer!

Take Me Out to the OceanTo the tune of “Take Me Out to the Ballgame”

(Summer)

Take me out to the ocean(students sway to the left)Take me out to the sea(students sway to the right)There goes starfish and a sand dollar(students point to the ground)I’m having such fun, I’ve just got to holler(students shout and jump in place)Oh, it’s swim, swim, swim underwater(students swim)Catch a ride on a whale, don’t fear(students catch a ride as if they are riding a bull)For the sea animals are out friendsLet’s give a great big cheer!(students shout and wave spirit fingers)

Source : Music & Songswww.preschooleducation.com/summer.shtml ; Motions- Hannah Gray & Mackenzie Tatum

Old Lady(Halloween)

There was an old lady in a pointed hat.She came to my door with a rap a tap, tap.I opened up the door to see who was there.She jumped on her broom and flew through the

air.

Old Lady(Halloween)

There was an old lady in a pointed had.(make a pointed hat with hands about head)

She came to my door with a rap a tap tap.(pretend to knock on a door)

I opened up the door to see who was there.(pretend to open a door)

She jumped on her broom and flew through the air.(jump and pretend to fly)

Source: Everything Preschool; Sussie; www.everythingpreschool.com; Motions- Cody Walker

My Valentine Heart(Valentines)

When I say I love youIt comes from my heartYou hear it in your earAnd it sounds very smartI love it when you’re proud of meYou say it all day longAnd when I hear you say itMy heart sings a merry song!

My Valentine Heart(Valentines)

When I say I love you (Point to lips)It comes from my heart (Put Hand on heart)You hear it in your hear(Point to ear)And it sounds very smart (Point to head)I love it when you’re proud of me (Stand Very Tall)You say it all day long (Stretch arms wide)And when I hear you say it (Point to ear)My heart sings a merry song (Hand on heart)

Source – www.childfun.com; Jenny Wanderscheild

I’m a little leprechaun short and stout

Look at my top hat and hear me shout

When I get all excited, listen to me dear

St. Patrick’s Day is now right here!

I’m a Little Leprechaun(St. Patrick’s Day)

I’m a Little LeprechaunTo the tune of “I’m a Little Teapot”

(St. Patrick’s Day)

(have students sing in an Irish accent)

I’m a little leprechaun short and stout

Look at my top hat and hear me shout

When I get all excited, listen to me dear

St. Patrick’s Day is now right here!

Source: http://www.perpetualpreschool.com/holiday_themes/stpat_songs.html

Five little turkeys standing in a row. First turkey said "I don't want to grow." Second turkey said "Why do you say that?“Third turkey said "I want to get fat." Fourth turkey said "Thanksgiving is near.“Fifth turkey said "Yes, that's what I hear." Then the five little turkeys that were standing in a row,All said together "Come on! Let's go!"

Five Little Turkeys(Thanksgiving)

Five Little Turkeys(Thanksgiving)

Five little turkeys standing in a row. (Hold up 5 fingers)First turkey said "I don't want to grow." (Wiggle thumb)Second turkey said "Why do you say that?" (Wiggle first finger)Third turkey said "I want to get fat." (Wiggle middle finger) Fourth turkey said "Thanksgiving is near." (Wiggle ring finger)Fifth turkey said "Yes, that's what I hear." (Wiggle little finger)Then the five little turkeys that were standing in a row,All said together "Come on! Let's go!“(all fingers run away!)Source: Preschool Thanksgiving Activitieshttp://www.preschool-plan-it.com/preschool-thanksgiving-activities.html

Oh Where, Oh Where (Christmas)

Oh where, oh where did the little elves goOh where, oh where can they beThey were making the gifts and packing the sleighI hope there is a gift for meOh where, oh where did Santa Claus go?Oh where, oh where can he be?He was reading his list, and checking it twiceOh, I hope my name he will see.

Oh Where, Oh WhereTune of “Oh Where, Oh Where Has My Little Dog Gone”

(Christmas)

Oh where, oh where did the little elves goOh where, oh where can they be(students pretend to search under desks)They were making the gifts and packing the sleighI hope there is a gift for me(students hold up one finger and point to themselves)Oh where, oh where did Santa Claus go?Oh where, oh where can he be?(students pretend to search under desks)He was reading his list, and checking it twiceOh, I hope my name he will see.(students hold up one finger and point to themselves)

Motions: Hannah Gray & Mackenzie TatumSource: http://www.perpetualpreschool.com/holiday_themes/Christmas_songs.html

Bunny, Bunny, Bunny(Easter)

Bunny, bunny, bunny you’re so funny with your twitching noseBunny, bunny, bunny from your head to your toesBunny, bunny, bunny your ears are funny, they’re too big for youBunny, bunny, bunny you’re so funny, everyone loves you!

Easter Everywhere(Easter)

Bunny, bunny, bunny you’re so funny with your twitching nose(students wiggle nose)Bunny, bunny, bunny from your head to your toes(students point to head; bend over and touch toes)Bunny, bunny, bunny your ears are funny, they’re too big for you(students make bunny ears with hands on top of heads)Bunny, bunny, bunny you’re so funny, everyone loves you!(students hug themselves)Motions: Dawn http://www.perpetualpreschool.com/holiday_themes/easter_songs.html

Roly-Poly Caterpillar(Insects)

Roly-poly caterpillar Into a corner crept, Spun around himself a blanket Then for a long time slept. Roly-poly caterpillar Wakening by and by, Found himself with beautiful wingsChanged to a butterfly.

Roly-Poly Caterpillar(Insects)

Roly-poly caterpillar(wiggle right pointer finger)Into a corner crept, (place right pointer finger in left cupped hand)Spun around himself a blanket (spin around)Then for a long time slept.(place head on folded hands)Roly-poly caterpillar (wiggle right pointer finger)Wakening by and by,("stretch" right pointer finger)Found himself with beautiful wingsChanged to a butterfly. (flutter arms like wings) 

Source: Preschool Education: Music and Songs: Bugshttp://www.preschooleducation.com/sbug.shtml 

Changing Weather(Weather)

One day the sun was shining brightBut some clouds came along and it became black as nightThen the rain began to sprinkle onto the groundAnd soon it was raining all over the townBut when the clouds had passed on byA big beautiful rainbow stretched across the sky

Changing Weather(Weather)

One day the sun was shining bright(hold up right hand for sun)But some clouds came along and it became black as night(hold up left hand for clouds)Then the rain began to sprinkle onto the ground(students wiggle fingers for rain coming down)And soon it was raining all over the townBut when the clouds had passed on by(move both hands to the right)A big beautiful rainbow stretched across the sky(students left hand make an arc over the head to make a rainbow)   

Source: Perpetual Preschool: Weather Songshttp://www.perpetualpreschool.com/preschool_themes/weather/weather_songs.htm

Scat the Cat(Colors)

Scat the cat was a black cat.Everyone in his family was black. But Scat the Cat was tired of being like everyone else. So he said, "I'm Scat the Cat I'm Sassy and Fat I change my colors just like that."So Scat the cat changed into ( . He was as .Scat the Cat enjoyed being a for a few days. But then he got tired.So he said: (Repeat the “Scat the Cat changed… part with different

colors)Well Scat the Cat had changed his colors many times. He found out

that itwasn't so bad being a black cat. So he said, (Repeat verse)

Scat the Cat(Colors)

Scat the cat was a black cat. Everyone in his family was black. But Scat the Cat was tired of being like everyone else. So he said(snap fingers) "I'm Scat the Cat I'm Sassy and Fat I change my colors just like that." So Scat the cat changed into a (name of color) cat. He was as (green as the grass; blue as the sky, red as an apple, yellow as a lemon, orange as an

orange,). Scat the Cat enjoyed being a (name of color) cat for a few days. But then he got tired. So he said: (Repeat Scat the Cat Verse) *After naming last color: Well Scat the Cat had changed his colors many times. He found outthat it wasn't so badbeing a black cat. So he said,(Repeat Verse One) Source: Perpetual Preschool: Color Songs (Scat the Cat by Dawn)http://www.perpetualpreschool.com/preschool_themes/colors/colors_songs.htm

Grandma’s Glasses(Family)

These are Grandma's glasses.This is Grandma's hat. And this is the way she folds her hands And lays them in her lap. These are Grandpa's glasses.This is Grandpa's hat. And this is the way he folds his arms And takes a little nap.

Grandma’s Glasses(Family)

(Recite this first verse in a high, soft voice)These are Grandma's glasses. (Make "glasses" over eyes with fingers.)This is Grandma's hat.(Place hands close together over head.)And this is the way she folds her hands (Clasp hands together.)And lays them in her lap. (Place hands in lap.)

(Recite this second verse in a deep, low voice)These are Grandpa's glasses. (Make "glasses" over eyes with fingers.)This is Grandpa's hat.(Place hands farther apart over head.)And this is the way he folds his arms (Cross arms)And takes a little nap. (Place head on arms, as if sleeping) Source: Songs for Teaching: Using Music to Promote Learning.http://www.songsforteaching.com/fingerplays/grandmasglasses.htm

Here Is an Apple(Apples)

Here is an apple, and here is an appleAnd a great big apple I seeNow let’s count the apples we’ve madeOne-Two-Three!

Here Is an Apple(Apples)

Here is an apple, and here is an apple(students make a circle with one hand, and then the other)And a great big apple I see(students make a big circle over head)Now let’s count the apples we’ve made(students repeat above actions)One-Two-Three!

Motions: Hannah GraySource: Music and Songs(http://www.preschooleducation.com/sapple.shtml)

Old MacDonald Had a Farm(The Farm)

Old MacDonald Had a FarmE-I-E-I-OAnd on that farm there were some

ducksE-I-E-I-OWith a quack-quack hereAnd a quack-quack thereHere a quack, there a quack, Everywhere a quack-quackOld MacDonald had a farmE-I-E-I-O

Old MacDonald had a farm(The Farm)

Old MacDonald Had a FarmE-I-E-I-OAnd on that farm there were some ducks (make duck movements)E-I-E-I-OWith a quack-quack here (make duck movements)And a quack-quack there (make duck movements)Here a quack, there a quack, (make duck movements)Everywhere a quack-quack (make duck movements)Old MacDonald had a farmE-I-E-I-OMore VersesAny farm animal! (make the specific animal movement)

Source: www.preschoolrainbow.org

Wheels on the Bus(Transportation)

The wheels on the bus go round and round,Round and round, round and round,The wheels on the bus go round and roundAll through the town.

Wheels On The Bus(Transportation)

The wheels on the bus go round and round,Round and round, round and round,(move arms in circular motion)The wheels on the bus go round and roundAll through the town.(move arms in circular motion)More VersesThe wipers on the bus goes swish. (move arms left to right)The doors on the bus go open and shut. (move arms from chest to strait out, looks like doors opening and closing)The horn on the bus goes beep.(make motion with hand like your honking a horn in front of you)The people on the bus go up and down. (squat up and down)

Source: www.atozkidsstuff.com

The Wide Eyed Owl(Wild Animals)

There’s a wide-eyed owl,With a pointed nose,With two pointed ears,And claws for his toes.He lives high in a tree.When he looks at youHe flaps his wings, And says “whoo, whoo,

whoo.”

The Wide Eyed Owl(Wild Animals)

There’s a wide-eyed owl,(open up eyes real wide)With a pointed nose,(point to nose)With two pointed ears,(point to ears)And claws for his toes.

(point to toes)He lives high in a tree.(make tree limbs out of arms)When he looks at you(point to students)He flaps his wings, and says “whoo, whoo, whoo.”(flap your hands)

Source: www.preschooleducation.com; Motions: Cody Walker

Love Your Pets(Pets)

Love, love. Love your petsLove them everyday.Give them food and water tooThen let them run and play

Love Your PetsTune of “Row, Row, Row Your Boat”

(Pets)

Love, love. Love your pets(students hug themselves)Love them everyday.Give them food and water tooThen let them run and play(students run around in circles)

Source: www.preschooleducation.com/shousepets/html Motions: Hannah Gray & Mackenzie Tatum

Take Me Out to the Ocean(Oceans)

Take me out to the oceanTake me out to the seaThere goes starfish and a sand dollarI’m having such fun, I’ve just got to

hollerOh, it’s swim, swim, swim underwaterCatch a ride on a whale, don’t fearFor the sea animals are out friendsLet’s give a great big cheer!

Take Me Out to the OceanTo the tune of “Take Me Out to the Ballgame”

(Oceans)

Take me out to the ocean(students sway to the left)Take me out to the sea(students sway to the right)There goes starfish and a sand dollar(students point to the ground)I’m having such fun, I’ve just got to holler(students shout and jump in place)Oh, it’s swim, swim, swim underwater(students swim)Catch a ride on a whale, don’t fear(students catch a ride as if they are riding a bull)For the sea animals are out friendsLet’s give a great big cheer!(students shout and wave spirit fingers)

Source : Music & Songswww.preschooleducation.com/summer.shtml ; Motions- Hannah Gray & Mackenzie Tatum

I’m a Little Flowerpot(Plants)

I’m a little flowerpot, mom put me outIf you take care of me, I will sproutWhen you water me, I will growInto a pretty flower, don’t ya know?

I’m a Little Flowerpot(Plants)

I’m a little flowerpot, mom put me out(students point to themselves)If you take care of me, I will sprout(students nod head)When you water me, I will grow(students make sprinkle motions with right hand)Into a pretty flower, don’t ya know?(put right hand on left shoulder, pop left hand through)

Motions: Hannah GraySource: Preschool Education.com- Discover The Fun In Learninghttp://www.preschooleducation.com/sflower.shtml

Healthy Vegetables(Vegetables)

I ate a red tomato,The biggest I have seen. I ate a long zucchini, It was the color green.

I ate some yellow cornThat was sweet as sweet could be. When I eat my colors,I know I'm healthy!

Healthy Vegetables(Vegetables)

I ate a red tomato,The biggest I have seen. (make a big circle with your arms)I ate a long zucchini, (stretch your arms as long as you can)It was the color green.

I ate some yellow cornThat was sweet as sweet could be. (smile and act sweet)When I eat my colors,I know I'm healthy! (show off your muscles)

Source:Preschool Express by Jean Warren Motions: Amy Schlebachhttp://www.preschoolexpress.com/music_station05/music_station_nov05.shtml

Here Is an Apple(Apples)

Here is an apple, and here is an appleAnd a great big apple I seeNow let’s count the apples we’ve madeOne-Two-Three!

Here Is an Apple(Apples)

Here is an apple, and here is an apple(students make a circle with one hand, and then the other)And a great big apple I see(students make a big circle over head)Now let’s count the apples we’ve made(students repeat above actions)One-Two-Three!

Motions: Hannah GraySource: Music and Songs(http://www.preschooleducation.com/sapple.shtml)

If You Think Your Going to Sneeze(Good Health Habits)

If you think your going to sneeze, grab a tissueIf you think your going to sneeze, grab a tissueIf you think your going to sneeze, please, please, pleaseIf you think your going to sneeze, grab a tissue

If You Think Your Going to Sneeze(Good Health Habits)

(Students pretend to sneeze and grab tissue throughout song)

If you think your going to sneeze, grab a tissueIf you think your going to sneeze, grab a tissueIf you think your going to sneeze, please, please, pleaseIf you think your going to sneeze, grab a tissue

Motions: Hannah Grayhttp://www.preschoolexpress.com/music_station03/music_station_april03.shtml

“Pat-A-Cake” (Mother Goose Rhymes)

Pat-a-cake, pat-a-cake, baker’s manBake me a cake as fast as you canPrick it and pat it and mark it with a “T”And put it in the oven for Teddy and Me

“Pat-A-Cake” (Mother Goose Rhymes)

Pat-a-cake, pat-a-cake, baker’s man(students clap to keep beat)Bake me a cake as fast as you can(students clap to keep beat)Prick it and pat it and mark it with a “T”(students draw a “T” in the air)And put it in the oven for Teddy and Me(students point to a friend and them back at themselves)

Source: http://www3.amherst.edu/~rjyanco94/literature/mothergoose/rhymes/patacakebakersman.html Motions: Mackenzie Tatum & Hannah Gray

Rhyming(Pre-Reading)

Pre-K Guidelines: Child can produce a word that rhymes with a given word. (III.B.6)

Objective: Students will, when read a poem with words in the end of the lines that rhyme, continue the sentences by reciting the rhyming word when the teacher pauses at the end of the line.

Materials: •Any rhyming story or poem (i.e. “Humpty Dumpty”)

Directions: 1.Read a rhyming story (such as a nursery rhyme) to the children.2.Re-read the story, leaving out the last word of every other line of the rhyme. 3.Let your child fill in the last word that goes in the rhyme.

Source: Pre Reading and Reading Activities for Preschoolershttp://www.warren.k12.oh.us/docs/ReadingActivities-0.pdf

Bottle Cap Games(Pre-Reading)

Pre-K Guidelines:The child can identify and sort pictures of objects into conceptual categories (i.e. colors, shapes, textures). (§110.11(b)(5)(c))

Objective:The students will demonstrate their ability to classify symbols by categorizing bottle caps.

Materials:•Assortment of plastic bottle caps in a variety of colors•2 small sheets of poster board•Glue

Directions:Think of about 10 fun symbols that you can draw on the cap: a star, a smiley face, a sun, a moon, a heart, a diamond, a triangle, a peace sign, or come up with your own! Then draw the symbols on each cap. Make three sets, so there are three caps with the same symbol.1.Go Fish! Mix up your symbol caps and spread them face down in the playing area. Take turns lifting up one of the caps and trying to find its' matching pair. This is great memory practice for you and your students.2.Use the symbol caps to practice patterning. The patterns ABAB and ABCABC are good starting points. Lay out two symbol caps: a heart and a star, for example. Then lay out two more to repeat the pattern. Ask the students to place the symbol that she thinks would come next in the sequence.

Source:By Shara Lawrence-Weisshttp://www.education.com/activity/article/bottle-cap-project/

Illustrate a Famous Book(Pre-Reading)

Pre-k Guidelines: Retell important facts in a text, heard or read (110.11.(b)(10)(B)).

Objective: Students will demonstrate their ability to retell events from a story by drawing pictures of each event.

Materials: •Picture book•Paper and Pencil•Crayons or Markers•Stapler, String, or Brass Clips

Directions: 1.Sit in the reading section and use a book that is new to the children. 2.Before reading, look at the cover and ask the children what the picture on the cover makes them think about and predict what will happen in the book.

3.Tell the children that you are going to read this story but they won’t be able to look at the pictures. Instead of looking at the pictures ask them to use their imagination and come up with images in their mind while you read. During the reading periodically stop and ask them questions about what is happening.

4.Once the book is done hand out the materials for drawing and tell the children that they are going to illustrate it. Remember that children are still developing the skill to remember what happened in a story after it has been read. Help your children draw it by asking them what happened first and then to draw it and so on with the events in the story. After the students are done with that bind the story together and have them make a cover. Then compare their illustrations to the ones that are in the book.

Source: By Alicia Danyalihttp://www.education.com/activity/article/illustrate_preschool/

Lace the ABCs!(Pre-Writing)

Pre-K Guidelines:The child will identify upper- and lower-case letters. (§110.11(b)(1)(b))

Objectives:The students will practice hand-eye coordination by stringing up upper- and lower-case letters.

Materials:•26 colored foam sheets (you can get this at any craft store, but in a pinch you can use cardboard)•Safety scissors•Lots of shoe strings (or yarn lengths, taped at the ends)•Hole puncher•Pencil•Lined paper

Directions: 1.Make upper- and lower-case letters. Take out the first foam sheets and ask your child to use the pencil to write the letter “A” on it. Continue, using one piece of craft foam for each letter of the alphabet. As she finishes each letter, look over her work and if you see any letters written incorrectly, coach her on how to write them, using the lined paper. Once she’s gotten the hang of it, you can flip over the foam and write the letter correctly on the other side. When all the letters are written she should carefully cut them out using her safety scissors.

2.Connect the dots. Have your child draw dots along the strokes of each letter, as if she were making a “connect the dots” alphabet. Then, punch a hole in each dot, using the hole puncher. Be careful not to punch too close to the edges of the letters.

3.Ready to lace! Help your child string each letter using the shoelaces or yarn—and don't forget to do it in the direction she'd write. For example, for the letter A, start at the top middle, where the letter comes to a point, and lace down the left side. Then go up the back of the foam and begin at the top again so you can lace down the right side. Then string through the middle, moving left to right.

Source: By Mary Anne Edwardshttp://www.education.com/activity/article/lacetheabcs_preschool/

Zip-Lock Bags(Pre-Writing)

Pre K Guidelines:Child independently uses letters or symbols to make words or parts of words. (IV.B.1.)

Objective: Students will begin to demonstrate the use of fine motor skills in creating lines and shapes by using their fingers in the “goop” in the baggies.

Materials: •Zip-Lock Bags•Colored hair gel or colored shampoo (Paint can work as well)•(for alternate activity one will need: plates or trays, and any dry ingredient)

Directions: 1.Partially fill large Zip-Lock baggies with colored hair gel or colored shampoo. 2.Seal the bags and show the children how to make lines with their fingers. 3.Have them imitate your strokes, as mentioned above. 4.As they draw with their fingers, the material in the baggies will be displaced so they can see their strokes. 5.You could also do this on plates or trays using dry ingredients such as Kool-Aid powder (smells great!), dry pudding mix, or sand. Have them draw in these things.

Source: Fun, Creative Pre-Writing Activities For Preschool Children: Sensory Processing Disorderhttp://www.sensory-processing-disorder.com/pre-writing-activities-for-preschool-children.html

Toy Catalog Drawing Prompts(Pre-Writing)

Pre-K Guidelines: Child shows control of tasks that require small-muscle strength and control. (IX.B.1.)

Objective:Students will demonstrate their ability to properly use writing utensils by finishing a picture.

Materials:•Toy Catalogs or magazines that you don’t mind cutting up.•Pencils and Markers•Double Stick Tape•Printer Page•Scissors

Directions: 1.Cut out images that are full of action. 2.You want to make sure that they look unfinished so the children will want to finish the picture. Tape the pictures to the printer paper and have students choose which picture that they want to finish.

3.Have the students draw the rest of the picture with the pencil. 4.After they have finished drawing children can color in their drawing with markers.

Source:http://www.notimeforflashcards.com/category/age-3-5-years/page/4

Word Quilt Collage(Oral Language Skills)

Pre-K Guidelines:The child will demonstrate the one-to-one correspondence between a spoken word and a printed word in text. (§110.11(b)(1)(d))

Objectives:The students will illustrate images and label by using simple words to demonstrate their understanding of the words in the story.

Materials:•Book•Cardboard •Construction paper in a variety of colors•Scissors•Glue•Markers or crayons

Directions:1.Read a story to your class, it will be the theme for the paper quilt collage. 2.Cut the construction paper into squares. (Make sure that each square is large enough to accommodate one drawing or word.)

3.Divide the squares in half. Half will be for illustrations; the others will be for words.4.Ask your students to draw pictures based on the chosen theme onto the illustration squares.

Source:By Erica Loophttp://www.education.com/activity/article/paper-word-quilt-collage/

How Do You Use It?(Oral Language Skills)

Pre-K Guidelines: Child uses category labels to understand how the words/objects relate to each other. (II. D. 5)

Objective: The children will be able to identify, by telling their teacher, uses and categories of certain items or objects.

Materials: •Photographs of the words you wish to show the children•Words you can use: ride, car, bus, wear, hat, gloves, sit, chair, bench, eat, with, fork, knife, sleep, bed, cot, wash, dishes, clothes, clean, dish, house.

Directions: 1.Tell the children that you are going to show them some things that we use both at home and here at school. Use photographs or real items if possible.2.Show the children an item. 3.Let the children take turns answering, "How do we use this?" Start with items that are available in the center such as a table, chair, rug, block, paintbrush, or paper .Now try items of clothing such as shoes, socks, pants, dress, boots, raincoat, or ribbon. 4.Now try items that are found in homes such as a bed, sofa, chair, knife, spoon, telephone, or television.

Source: How Do You Use It? By Robert Rockwell, Debra Reichert Hoge, and Bill Searcyhttp://www.literacyconnections.com/LAHowDoYouUseIt.php

Directional Scavenger Hunt(Oral Language Skills)

Pre-K Guidelines: Identify and use words that name actions, directions, positions, sequences, and locations. (110.11.(b)(5)(a))

Objective: Students will demonstrate their ability to understand directional words by finding hidden objects in the room.

Materials: •Items to hide •Strips of paper•Pencil or crayons

Directions: (Much like the Game “Hot and Cold.” 1.Hide an object in the room. 2.Have students move around and as they get closer to the hidden object and then use words like up, down, over, and under until they find the object.

Source: http://www.education.com/activity/article/scavengerhunt_preschool/

Let’s Go Digging!(Science)

Pre-K Guidelines: The child can plan and conduct simple descriptive investigations such as ways objects move. (§112.11.(b)(2)(b))

Objective:Students will see the different types of soil and how it changes over a period of time by observing.

Materials: •Plastic pails and shovels •Sand•Clay•Gravel•Topsoil•Clear plastic containers with lid (one for each student)•Water

Directions:1.Tell students that today they are going to become dirt experts. Then head outside with the plastic pails and shovels.2.Look for different types and textures of soil: collect some sand, clay, gravel and topsoil. 3.Fill a clear plastic container halfway with the different types of soil, arranging them in layers. 4.Have the students observe each one carefully. What's the same? Different? Which one is light? Which is heavy?5.Next, fill the jar with water and screw the lid on tightly.6.Next, let the soil settle for about an hour.7.After that time has passed, observe the jar and discuss what has happened to the soil.

Resource:http://www.education.com/activity/article/dirt_expert_kindergarten/

Grow Grass and a Pet(Science)

Pre K Guidelines: Child describes life cycles of organisms. (VI.B.2.)

Objective: The child will examine the life cycle of the plant by observing the changes over time of plants they have planted in the styrofoam cups.

Materials:•Grass seed•4 cups—either plastic, or strong paper•Masking tape or post-it notes•Potting soil•Paper•Stapler•Scissors•Pencil/ crayons/ paints/ markers•Knee-high pantyhose

Directions: 1.Place some potting soil in three cups and plant a generous amount of grass seed in each. Cover with a layer of soil. Water one cup and place it on a windowsill so that it will get plenty of sunlight. Use tape or a post-it note to label the cup: water and sun. Place a second cup on the windowsill but do not water it. Label this cup: sun, no water. Water the third cup but place it in an area where it will not get any sun or light. Label this cup: water, no sun. Note: Continue to water the two cups of grass labeled to receive water, as needed throughout the experiment.

2.Print out several pages of the journal at the end of this activity. Although you will most likely be doing the writing and labeling, your child should play an active role. Start the experiment by asking your child to predict which cup of grass he thinks will grow the best. Record his predictions in the journal. Then each day of the experiment, write the date on a new page and label it as “Day 1”, “Day 2”, or whatever is appropriate. Then ask your child to draw a picture of the experiment for that day: a picture of planting the grass, a picture of dry soil, a picture of the first grass sprouting, or whatever he notices. Continue to observe the plants several times a week and have your child record what the plants look like in his journal.

3.This experiment can go on for as long as you still have grass growing in at least one of the cups. Continue to talk about why grass has grown or not grown in each particular cup. As the grass gets taller, have your child trim it with scissors and see if it grows back.

Source: http://www.education.com/activity/article/growgrass_preschool/

Explore the Senses with a Sensory Table!(Science)

Pre-K Guidelines: Child describes, observes, and investigates properties and characteristics of common objects. (VI. A. 1.)

Objective: Students will demonstrate their ability to observe and describe characteristics of objects by using each of their senses.

Materials: •Five Large, shallow plastic tubs•Table •Bath towels•Rags•Brush •Dustpan•Several amounts of these items: water and food coloring, Jell-O and cornmeal, birdseed and rice, shredded paper and foam packing peanuts, cotton balls and shaving cream.

Directions: 1.Place the towel underneath the tubs to catch any overflow. 2.Place each of the items into the separate tubs. Let the children explore each of the tubs on their own for a couple of minutes. 3.After you feel like they have explored enough on their own ask the children questions like “what do they smell like?” 4.Ask questions that the children can answer using all of their senses. Make sure that they are using describing words and if children are struggling ask them specifically about something using a describing word.

Source: Jen Sherwin. http://www.education.com/activity/article/Sensory_Table/

Button Math(Mathematics)

Pre-K Guidelines: The child can count by ones to 100. (§111.12(b)(6)(b))

Objective:The student will demonstrate their ability to recognize numbers and count to 10 by counting out loud as they place each object in the cup.

Materials: •11 paper cups•Markers•55 small objects (like cotton balls, pennies, beans, pasta, jelly beans, screws, or anything else that's fun to touch)

Directions:1.Write the numbers 0 through 10 on each of the 11 cups.2.Give your students a collection of 55 objects. 3.Tell them that the point of the game is to look at the number on each cup and put in the matching amount of objects.

4.Be sure the students count out loud as they place each object in the cup. 5.When they have finished, empty the cups one at a time and have them check that the number of objects matches the number on the cup.

Source:By Gina Dal Fuocohttp://www.education.com/activity/article/Counting_Cups/

Measure and Compare(Mathemathics)

Pre K Guidelines: Child recognizes how much can be placed within an object. (V.D.2.)

Objectives: The student will display their knowledge of quantity and volume by placing the dry materials in the measuring cups and discussing whether or not the containers will overflow when the materials are placed in them and find differences in the size of containers.

Materials: •Dinner preparations (recipes)•Containers and measuring cups in a variety of shapes and sizes

Directions:1.Invite your students to help you make a meal.2.Pour uncooked rice, macaroni, oatmeal, or water into a tall, thin container.3.Pull out a short, fat container with a similar volume. Ask your students: “Do you think it will spill over if I pour this into the new container? Do you think we’ll have lots of extra space?”

4.Then pour the grain or water into the short, fat container.5.Your students may be amazed to see that the two containers hold similar amounts.6.If you have time, experiment pouring the ingredient into other shaped containers. Can they guess whether the rice or water will overflow or come short of the top?

Source: http://www.michigan.gov/documents/mde/Math_DK_242336_7.pdf

Ping Pong Patterns(Mathematics)

Preschool Guideline: Child Recognizes and creates patterns. (V.E.3)

Objective: Students will be able to demonstrate their ability to recognize and create patterns by finishing the pattern of ping pong balls started by the teacher.

Materials: •12 ping pong balls•1 egg carton•Red and blue high gloss enamel paint•Basket

Directions: 1.Paint one side of six of the ping pong balls red, creating red and white balls. 2.Then paint one side of the other six ping pong balls blue, creating blue and white balls. 3.When the paint has dried put all of the ping pong balls into the basket. 4.Start a simple pattern by placing ping pong balls into the egg carton slots with only one color showing on each ball.

5.Ask the children to continue the pattern. After doing that a couple of times ask the students to create their own pattern.

Source: http://www.education.com/activity/article/ping-pong-patterns/

"Wants and Needs" (Social Studies)

Pre-K Guidelines:The child explains the difference between needs and wants. (§113.211(b)(6)(b))

Objectives:The students will be able to identify the difference between needs and wants by creating a poster.

Materials:•Poster board•Markers•Scissors•Glue•Magazines

Directions:1.First, give each student a poster board with a line down the middle of it.2.On one side, have your students write "Wants" at the top of the poster, and on the other side have them write "Needs."3.Ask your students about something they want and why they want it. Next, ask your students about something they need. (If they are having trouble coming up with the correct answer, ask questions that will guide them to answers about clothing, water, food, toys, and shelter.)

4.Then go over the differences of a want and a need. Tell them that a "need" is something we must have in order to survive, like food, water, clothing, and shelter. Stress that to meet our needs, all we have to get is the most basic of things. Then explain that a "want" is something that we can live without, even though we may have a strong desire for it.

5.After you're finished going over the differences, go through some magazines together and cut out about 15 to 20 pictures of both wants and needs. Try to get different types of magazines, like clothing catalogs, food magazines, etc.

6.When all the pictures are cut out, have your students pick a picture from the pile and tell you if it's something he needs or something he wants. Talk about their answer and then have them glue the picture onto the correct side of the board.

Source:By Jennifer Gregoryhttp://www.education.com/activity/article/Needs-Wants-Poster/

We are Alike and We are Different(Social Studies)

Pre K Guidelines: Child identifies similarities and differences in characteristics of people. (VII.A.1.)

Objectives: The student will discuss and see the similarities and differences between themselves and their classmates by

discussing the different ways people look by creating their own faces and observing other people's faces.

Materials: •Cut out ovals (skin colors)•Cut short and long hair out of different yarn colors•Color copied picture of each student•Mirrors for students to look in for their own hair and eye colors•Glue

Directions:1.Talk about faces and what they consist of: eyes, ears, nose, mouth, hair, skin color.2.Demonstrate how to make a face.3.Have each student make their own face.4.Let face dry.5.When face is dry, demonstrate how to make book.6.Have students make the Face Book, with copies of each student’s face that they have created. 7.Place finished books around the room for students to read.

Source:http://www.uen.org/Lessonplan/preview?LPid=10573

All About Me Cube(Social Studies)

Pre-k Guidelines: Child Identifies similarities and differences in characteristics of people. (VII.A.1.)

Objective: The child will demonstrate their ability to understand the differences in characteristics between themselves and their classmates.

Materials: •One piece of paper for each child and yourself•Drawing materials

Directions: 1.Make copies of a paper cube pattern and pass out the paper to each child. 2.Have each child draw characteristics about themselves and put a different one in each square. For example hair color, eye color, parents, brothers and sisters, or toys they play with.

3.That night make the pieces of paper into cubes. 4.The next day during big group time pass out the cubes to each child. Ask them questions about each square of the cube. You can have them stand with other children whose characteristics are the same. By standing together with the people that have the same squares children can see who in the class are like them and who is different.

Source: http://www.ehow.com/info_8157567_social-study-activities-preschool-children.htmlI changed and added a lot to this.