VOORHEES TOWNSHIP PUBLIC SCHOOLS VOORHEES, NEW … · 2009. 8. 17. · Zorba the Greek by Kazantzakis . Pre-Kindergarten Curriculum Page - 4 TABLE OF CONTENTS ... SUMMARY SHEET FOR

VOORHEES TOWNSHIP PUBLIC SCHOOLS VOORHEES, NEW JERSEY

PRE - KINDERGARTEN CURRICULUM

DECEMBER 2003

Pre-Kindergarten Curriculum Page - 2

ACKNOWLEDGEMENTS

Board of Education Richard Wojdon, President

Nancy Seigle, Vice President Edward Barniskis

Gary Bennett Donna Colopinto

Bruce Karpf Denise Kirkland Richard Nelson John Schmus

Superintendent of Schools Raymond J. Brosel

Assistant Superintendents Alex Pollock

Frank T. DeBerardinis

PRE-KINDERGARTEN CURRICULUM REVISION COMMITTEE

Sharon R. Stallings Assistant Principal

Dena Appleson Janice McBride Wayne Taylor

Teachers

Daniel Mattie Director of Program Development


"I remembered one morning when I discovered a cocoon in the bark of a tree, just as a butterfly was making a hole in its case and preparing to come out. I waited a while, but it was too long appearing and I was impatient. I bent over it and breathed on it to warm it. I warmed it as quickly as I could and the miracle began to happen before my eyes, faster than life. The case opened, the butterfly started slowly crawling out and I shall never forget my horror when I saw how its wings were folded back and crumpled; the wretched butterfly tried with its whole trembling body to unfold them. Bending over it, I tried to help it with my breath. In vain. It needed to be hatched out patiently and the unfolding of the wings should be a gradual process in the sun. Now it was too late. My breath had forced the butterfly to appear, all crumpled, before its time. It struggled desperately and, a few seconds later, died in the palm of my hand. That little body is, I do believe, the greatest weight I have on my conscience. For I realize today that it is a mortal sin to violate the great laws of nature. We should not hurry, we should not be impatient, but we should confidently obey the eternal rhythm." Zorba the Greek by Kazantzakis


TABLE OF CONTENTS

Evaluation and Adaptability Statement............................................................... page Program Description ................................................................................................. page Identification of the Developmentally Young .................................................... page Selection Procedures........................ ....................................................................... page Review Procedures .................................................................................................... page Program Goals and Objectives ............................................................................... page Interest Areas and Classroom Materials ............................................................ page Research Information ............................................................................................. page Rational for Areas of the Curriculum .................................................................. page Suggested Activities ............................................................................................... page Sample Lesson Plan and Schedule ......................................................................... page Bibliographies ............................................................................................................ page


EVALUATION

The successful attainment of the objectives listed in this guide by students shall be assessed in the following manner: 1. Teacher observation 2. Teacher constructed test 3. When appropriate, the district approved standardized test 4. Where appropriate, the district constructed mid-term and final exams 5. Students are expected to master a minimum of 70% of the objectives presented.

ADAPTABILITY

This course of instruction shall be modified through varying techniques, strategies, materials, etc. to meet the needs of all students, including, but not limited to, special education, ESL and Basic Skills. Programs shall be modified based on IEP's, ISIP's, etc. The primary source of guidance for direction comes from the kindergarten curriculum guide. The objectives are to be adapted to the unique needs of the children.


PROGRAM DESCRIPTION

EVOLUTION Each summer five year olds who register for kindergarten are assessed. As a result, the need for a Developmental Kindergarten has been demonstrated repeatedly. The testing has revealed from ten to fifteen percent of the youngsters to be developmentally unready for a formal learning experience. Subsequent monitoring of these youngsters has substantiated assessment results. Many options were explored/implemented in an effort to meet the needs of these children. Among them were inclusion in the Basic Skills Program, parental tutoring, Child Study Team intervention or retention. However, in each of these options, the youngster would first experience failure before help was offered. Remediation, rather than achievement on their own level has been their plight. A Developmental Kindergarten Program is seen as an avenue that would significantly decrease the need for many of the aforementioned options as well as directly addressing developmental concerns. The Developmental Kindergarten is viewed as a "gift of time" to the "unready" child. This "gift of time" consists of an enriching learning experience that aids these developmentally young children in reaching an appropriate developmental age. It is an opportunity for a positive schooling experience. Getting the best start in school can mean the difference between success and failure in a child's school experience. We must make the transition from home to school as successful as possible. For some five year olds this can be done through a developmental placement program.


IDENTIFICATION OF THE DEVELOPMENTALLY YOUNG Children registered for kindergarten can voluntarily participate in a developmental assessment. The Gesell Institute tests are used as the basis for developmental assessment. This assessment is administered with parent present and on a one-to-one situation. The battery of tests is concerned with assessing the overall developmental level of each child. Verbal and motor skills, visual and auditory perception and physical and social maturity are measured. Responses are matched to a set of norms derived by examining hundreds of children at every age level. Academic readiness skills are also noted to gain information regarding what the child has learned concerning alphabet and number skills. While we look at their academic achievement, it is not heavily weighed in the overall assessment. For a child to find kindergarten and the following years of school a valuable experience and to achieve without stress, he or she should be developmentally 5 or 5 1/2 years of age at the time of entry. Developmental age may or may not be consistent with chronological age. Not every normal child functions exactly at the supposed average level. Research has shown however, that readiness for kindergarten has not been indicated until the developmental age of 5 to 5 1/2 has been reached. With this in mind, the Child Study Team has formulated a numerical range for test results to indicate which youngsters would be considered for inclusion in a developmental kindergarten program. This range was compared to scores achieved by children who have demonstrated difficulty during the past two years. A positive correlation was shown. Assessing the developmental level of children from this battery is not the sole determining factor. Examiners realize that the way in which a child tackles each task is as significant as the result. One considers the processes, the organization, the method, the overt behavior and the verbalization, as well as the product to determine the child's overall age. Birthday age is also considered. Older fives have the advantage and a greater chance of being successful in the kindergarten situation. Sex is also a factor, with girls better able to cope with kindergarten demands at an earlier age. Parents also assist in determining their child's readiness for kindergarten. Their input is sought as part of the kindergarten assessment and at the review conference. Developmental Kindergarten is optional. Parental approval must be obtained.


IDENTIFICATION OF THE DEVELOPMENTALLY YOUNG

More specifically, our criteria are as follows: 1. Results of parental request for kindergarten screening 2. Child's behavioral response to the assessment process Physical manifestations over dependency inability to concentrate crying inability to sit for any given amount of time Not able to follow task commands 3. Disparity between chronological age and developmental age 4. Amount of preschool experience 5. Parental input


SELECTION PROCEDURES 1. Potential candidates will be selected according to established criteria. 2. Conference will be scheduled by Child Study Team member(s) who participated in the assessment with the parents. 3. Assessment results will be reviewed. Rationale for recommended placement will be presented and parent input received. 4. Summary Form (attached) will be completed with specific recommendations. 5. If recommendations are acceptable, parent and Child Study Team member will sign Summary form. 6. Information will be disseminated to Building Principal and Assistant Superintendent.


SUMMARY SHEET FOR

DEVELOPMENTAL KINDERGARTEN CANDIDATE Name _____________________________ Chronological Age _______________ Kindergarten Assessment Score ____________________ Testing Observations: (Attention, Cooperation, Work Tempo, Other) Specific Strengths: Specific Needs: Parent Interview: Recommendations: ___________________________________ Parent's Signature ____________________________________ Child Study Team Member's Signature


PROCEDURES FOR PARENTAL NOTIFICATION 1. Potential candidates will be selected according to established criteria. 2. Conference will be scheduled by Child Study Team member(s) who participated in the assessment, with the parents. 3. Assessment results will be reviewed. Rationale for recommended placement will be presented and parent input received. 4. Summary Form will be completed with determination of request.


REVIEW

1. All children in the Developmental Kindergarten Program will be monitored by the classroom teacher. 2. By October 15, the classroom teacher will submit the names of any pupils that he/she considers "misplaced" to the building principal. 3. A specific review meeting will be scheduled for any perceived "misplaced" students. Based upon this list of misplaced students, review meetings will be scheduled to include the teacher, principal, and a Child Study Team member. Parents may be invited to this meeting or a subsequent meeting depending upon circumstances. 4. Contingent upon the result of the meeting, one of the following options will be recommended: a. Continue in Developmental Kindergarten b. Placement in Kindergarten c. Child Study Team Consultation and/or Referral

PROGRESS REVIEW

1. The names of selected students to be considered for a mid-year progress review will be submitted to the building principal, by 30 January. 2. A mid-year review meeting for these selected students should then be scheduled by the building principal. 3. This review will assist the classroom teacher's ability to assess further selected students' progress or lack of progress, in order to provide the proper projected placement for the next school year. These review meetings should include the teacher, principal and the Child Study Team member who was actively involved with the initial screening/testing of the child. Parents may or may not be invited to this meeting or to any subsequent meetings, depending upon circumstances. 4 Contingent upon the result of the meeting(s), the following options for the next year's placement can be considered: a. Placement in Kindergarten b. Child Study Team Consultation and/or Referral


PROGRAM GOALS AND OBJECTIVES


DEVELOPMENTAL KINDERGARTEN CURRICULUM

OVERALL GOAL

♦ To provide the student with the time needed to develop physically, emotionally, socially and academically in an appropriate atmosphere. The environment will promote self-awareness, oral expression, and provide enriching experiences that are real (concrete) and not abstract.

PROGRAM GOALS PERCEPTUAL DEVELOPMENT

♦ Promote in visual and auditory perception ♦ Develop tactile/kinesthetic and spatial perception

SENSORY-MOTOR DEVELOPMENT

♦ To develop gross motor skills ♦ To improve fine motor skills

LANGUAGE DEVELOPMENT

♦ Develop listening skills ♦ Develop adequate receptive skills ♦ Promote expressive language skills ♦ Build oral vocabulary

COGNITIVE DEVELOPMENT

♦ Build a foundation for math concepts through use of manipulative materials ♦ Build a basis for the study of various branches of science through discovery ♦ Provide opportunities to explore the community and the world around us

CREATIVE EXPRESSION

♦ Allow for creative expression through art, dance, and music EMOTIONAL AND SOCIAL DEVELOPMENT

♦ Awareness of self as a unique individual ♦ Interact with other children in proper manner


♦ Foster responsibility for ones own work and behavior ♦ Aid the child in learning to exhibit appropriate emotions


DEVELOPMENTAL KINDERGARTEN OBJECTIVES

PERCEPTUAL DEVELOPMENT To Promote Visual and Auditory Perception VISUAL SKILLS

♦ Develops functional visual memory ♦ Distinguishes among visual forms ♦ Identifies visual sequences i.e. pictures, objects ♦ Recalls visual sequences ♦ Matches similar-unlike shapes ♦ Matches and/or differentiates colors, objects, and letters ♦ Follows a line of print visually while it is read.

AUDITORY SKILLS

♦ Develops functional auditory memory ♦ Recognizes sounds in the environment ♦ Recognizes differences between words ♦ Hears similarities and differences of initial consonant sounds ♦ Follows simple one and two step directions ♦ Identifies rhyming words

To Develop Tactile/Kinesthetic and Spatial Perception

♦ Identifies objects by touch ♦ Develops a sense of one's own body in relation to the environment ♦ Observes things and places from different spatial viewpoints ♦ Describes the position of things in relation to one another ♦ Participates in active learning through imitation, manipulation, and construction

SENSORY-MOTOR DEVELOPMENT To Develop Gross Motor Skills

♦ Improves jumping skills ♦ Improves hopping, galloping, and skipping skills


♦ Further develops skills involving ball activities ♦ Increases standing and walking balance

To Improve Fine Motor Skills

♦ Manipulates small objects (e.g. clay, clothespins, finger puppets, etc. ♦ Pours liquids from larger container to smaller container ♦ Takes things apart and puts them together


To Improve Fine Motor Skills (continued) ♦ Cuts appropriately with scissors ♦ Holds crayon/pencil with thumb and finger ♦ Imitates circular, vertical and horizontal strokes ♦ Laces, ties, zips and buttons objects

LANGUAGE DEVELOPMENT Develop Listening

♦ Increases attention span ♦ Carries out a series of 1-3 related directions ♦ Follows three unrelated commands in proper order ♦ Listens to a poem ♦ Listens to a story

Develop Receptive Skills

♦ Begins to show knowledge of time concepts (yesterday, today, this morning, this afternoon, last night, tomorrow)

♦ Demonstrates knowledge of comparative forms (bigger, smaller, longer, shorter)

♦ Incorporates verbal directions into play activities ♦ Demonstrates sequencing upon request

To Promote Expressive Skills

♦ Relates personal information ♦ Talks in complete sentences ♦ Tells about past experiences ♦ Uses "s" on nouns to indicate plurals ♦ Uses "ed" on verbs to indicate past tense ♦ Asks questions ♦ Retells the content of a story ♦ Uses subjects and verbs that agree with each other ♦ Gives appropriate information

Build Oral Vocabulary

♦ Participates in group discussion ♦ Interpret events depicted in a picture


♦ Describes personal experiences ♦ Creates original stories through use of pictures ♦ Discusses a story ♦ Discusses a poem ♦ Names and describes objects/persons in a picture


Build Oral Vocabulary (continued)

♦ Names and describes items in the environment ♦ Classifies objects according to categories ♦ Uses position words and demonstrates their use:

in, out, on, beside, top, bottom, below, over, under, first, last, up, down, between, next to, inside, outside, in front of, in back of, etc. COGNITIVE DEVELOPMENT Develop Reading Readiness Listens to stories and shows interest in books

♦ Develops one's own spoken language by having an adult write it down and read it back

♦ Elicits short titles or description of original drawings and pictures ♦ Sequence three-four pictures to tell a story ♦ Predicts the outcome of a story ♦ Begins to recognize some familiar words ♦ *Names upper/lower case letters when presented independently ♦ *Names words beginning with each letter sound as they are introduced ♦ *Discriminates initial consonant sounds as taught ♦ *Names letter sound in initial position when given words

Build a Foundation for Math Concepts Through Manipulative Materials

♦ Identifies the larger or smaller of a group of objects ♦ Counts by rote to ten ♦ Points to and names the numerals 1-10 ♦ Demonstrates one to one correspondence using manipulative materials ♦ Matches numerals to sets/groups of pictures and objects 1-10 in both

equivalent and not equivalent sets ♦ Constructs sets/groups of objects and pictures 6-10 ♦ Traces, copies, and prints numerals 1-10 ♦ Points to and names circle, square, triangle, and rectangle shapes ♦ Traces, copies and draws circle, triangle, and rectangle ♦ Points to and names penny, nickel, and dime


Build a Foundation for the Various Branches of Science Through Discovery ♦ Names and identifies body parts ♦ Observes and discusses growth of living things ♦ Identifies and discusses different kinds of animals and animals' homes ♦ Observes and discusses seasonal changes and subsequent human adaptations


Building a Foundation for the Various Branches of Science Through Discovery ♦ Observes the sun and discusses its effect on the earth ♦ Observes and discusses the passage of time (morning, afternoon, evening, day,

night) Provide Opportunities to Explore the Community and the World Around Us

♦ Begins to observe and identify similarities and differences between people ♦ Begins to observe people everywhere have the same basic needs (food, clothing,

shelter, etc.) ♦ Develops awareness of self in relation to family ♦ Develops awareness of self in relation to school activities ♦ Recognizes the purpose and value of the home ♦ Develops an awareness of the importance of holidays

CREATIVE EXPRESSION Allow for Creative Expression Through Art, Dance, and Music

♦ Develops the ability to participate in a wide variety of musical experiences (e.g. singing, listening to music, creative movement, and instrumental exploration)

♦ Promotes development of their creative artistic ability ♦ Develops art experiences through the utilization of a variety of materials.

*These objectives are optional and to be mastered only by students who are ready for them. EMOTIONAL AND SOCIAL DEVELOPMENT Awareness of Self as a Unique Individual

♦ Encourages a positive awareness of self ♦ Expresses feelings and emotions ♦ Associates body parts with actions/senses ♦ Draws picture of self

Interact With Other Children in a Respectful Manner

♦ Participates in simple group activities ♦ Joins in play with other children and begins to interact ♦ Shares play materials, takes turns with assistance


♦ Chooses own friends Foster Responsibility on Own Work and Behavior

♦ Demonstrates knowledge rules at home, at school, and at play ♦ Develops socially acceptable personal health habits ♦ Calls attention to his own performance in an appropriate manner ♦ Increased ability to focus on an assigned task

Aid the Child in Learning to Exhibit Appropriate Emotions

♦ Fosters self control and cooperation as needed to have a working atmosphere ♦ Encourages concern and sympathy toward others


INTEREST AREAS AND CLASSROOM MATERIALS


INTEREST AREAS IN THE CLASSROOM

Art Area

Science and Math Area

Listening Center Library

Language Area

Rice, Sand, or Water Table

Housekeeping Area

Block Area

Gross Motor Area

Fine Motor Area

Instruction Area


MATERIALS FOR PERCEPTUAL DEVELOPMENT

VISUAL AND AUDITORY PERCEPTION Picture puzzles

Chalk Marbles Jacks Bells Glass Boxes

Bottles Word/letter wheel

Big Books

MATERIALS FOR TACTILE/KINESTHETIC DEVELOPMENT Spray Paint

Plywood Sand and worktable

Easel Cup hooks

Metal Washers Sandpaper

Stuffed animals Rocks

Pieces of cloth

MATERIALS FOR SENSORY-MOTOR DEVELOPMENT GROSS MOTOR

Nylon Rope Beanbag

Balls Bells

Whistles Balance Beam

Crawl-through play tunnel Mini Gym


FINE MOTOR Clothesline

Baby Clothes Small Bean Bags

Clothespins Baskets

Lacing Cards Stacking Block

Doll (zipping, buttoning, snapping etc.) Lego

Jars of Different Sizes Spoons Cups Pans

Sets of 1 bucket, 1 sieve, 1 rake, 1 strainer and 1 scoop Clay/Playdough

MATERIALS FOR LANGUAGE DEVELOPMENT

LISTENING SKILLS Books/Big Books

Tapes Tape Recorder

Picture File Puppets

RECEPTIVE SKILLS Calendar

Magazines Picture File

ORAL EXPRESSION Books/Big Books

Picture Files Tape Recorder

Tapes Flannel Board

ORAL VOCABULARY Magazines

Kitchen Center Play Food

Refrigerator and Stove Doll Bed

Dolls Breadbox


Cardboard Empty Salt Boxes

Milk Carton Chart Paper

ORAL VOCABULARY (continued)

Blocks Rocking Chair

Play Plates, Spoon, Fork, Knives

MATERIALS FOR COGNITIVE DEVELOPMENT

READING READINESS Computers

Tape Recorder Cassettes Earphones

Tapes/Records Record Player

* Books - see bibliography Chart Paper Binding Tape Poster board Pocket Chart

Flannel or Velcro Board (characters) Envelopes

Newspaper-Comic Strips Sentence Strips

Cans Cardboard Letters

Cookie Sheets

MATH READINESS Software

Multi-Media Cart (CD-I) Pegboard and Pegs

Foam Numbers Blocks

Push Button Cash Register Color and Shape Bingo

Various Sorting Materials Dominos


Pattern Blocks Play Money Play Store

Game Boards Buttons Flat Pans

Water Paints String

MATH READINESS CONTINUED Pots

Playing Cards Puzzles

2 Color Beans Unifix Cubes Geo-Boards

MATERIALS FOR COGNITIVE DEVELOPMENT (continued)

SCIENCE

Multi-Media Cart (CD-I) Cheese Cloth

Mesh Bag Scraps of Yarn

Fabric Rickrack

Baby Food Jars Picture File

Thermometer Flannel Board Chart Paper

Sponge Seeds

Ant Farm/Butterfly Garden 5 Senses

Soil Pots Prism

Set of Things to Eat

SOCIAL STUDIES Multi-Media Cart (CD-I)

Picture File


Magnifying Glass Index Cards

Ink Pad Sticks Blocks Clay Cloth Wood

Styrofoam Lego

Lincoln Logs Camera

Traffic Material Farm Material

SUGGESTED THEMATIC UNITS OF STUDY

(In-district Resource Units Available in O. S. D.)

5 Senses Dinosaurs

Animals: Farm / Zoo / Pets Bubbles Apples Bears Circus Eggs

Houses Friends Seasons

Neighborhood Community Helpers

Weather Sea / Ocean Life Transportation

Post Office Dental Health

* For teacher to read, picture books for students


MATERIALS FOR CREATIVE EXPRESSION

ART / MUSIC / DRAMATICS Tape Recorder/Tapes

Video Camera / TV-VCR Sponges

Paper Towels Shallow Pan

Food Coloring Colored Chalk

Pie Plates Salt Flour

Potatoes Cookie Cutters

Marbles Straws

Pine Cones Corn Cobs

Coffee Filters Glitter

Bongo Drums Tambourine Triangles

Horn Castanets

Plastic Flute Kazoo

Dress-up Clothes

MATERIALS FOR EMOTIONAL AND SOCIAL DEVELOPMENT Video Camera/ VCR-TV Tape Recorder/Tapes

Finger-paints Plaster of Paris

Butcher Paper or Large Roll Paper Concept Cars Picture Cards

Polaroid Camera (if available) Film

Paper Plate Mirror


ADDITIONAL SUPPLIES

Construction Paper, Colored and Manila Small Blackboards

Crayons Markers Pencils

Shelves for Drying, Storage, and Display Scissors

Paintbrushes Smocks Paste Glue

Rulers Various containers to hold living and non-living things

Handmade Game boards Spinners Pastels


RESEARCH INFORMATION


A SYNOPSIS OF CHARACTERISTICS OF 4-6-YEAR-OLD CHILDREN

4 YEAR OLD In tune with nature Loves to go on excursions Very motor oriented - needs lots of gross motor Does not like to sit for long periods of time Goes out of bounds Wild, fanciful imagination Expands on projects - doesn't like to replicate models High language Bathroom language Friends are important Loves silly songs 4 1/2 YEAR OLD Height of superhero worship as they are in a fearful stage Monsters are dominant Sharks and dinosaurs Many questions about death Worried and highly frustrated Many of the same characteristics of a 4 year old 5 YEAR OLD Very literal practical person Wants to do things right Likes group experiences (i.e. group games, murals, etc.) Will need to be reassured by teacher Morals are forming - great sense of right and wrong Motor development is even Dramatic play is practical (not fanciful) Can count to 10 - 1 to 1 Can calculate many times within 3 to 5 Writes first name in capital letters Can draw a diagonal stroke


DEVELOPMENTAL CURRICULUM A developmental curriculum is a program of study, skill acquisition, and achievement sequenced in specific relationship to children's cognitive and socio-emotional growth patterns. Such a curriculum does not ignore the scope, sequence, and content of standard instruction. It utilizes this content fully by introducing it to children when they are ready for it and in a way that makes them responsible for being able to use it. As teachers we expect children to master the basic skill of reading; however, we should not anticipate that this skill be acquired by all children at the same age or in the same way. Further, we expect children to have basic skills in mathematical computation, spelling, composition, and expression, but they should not be expected to do so at uniform times or grades. These skills are acquired in a natural sequence that the skilled teacher manages. Through form, methods and systematic instruction students learn their basic skills. In a developmental classroom, a planned environment allow students to learn to make choices, initiate and pursue tasks, solve problems, communicate and demonstrate a responsible investment in their own learning. It is because of this dynamic, interactive approach to curriculum and teaching that a systematic guide is diametrically opposed. Offered is a closer look at several curriculum areas, discussing approach and rationale, giving some suggestions for activities and sharing resources and materials that we have found invaluable in implementing a developmental curriculum. Ultimately, it must be remembered that a developmental curriculum is an on-going process that is the expression of the needs and interests of a group of children and their teacher. RESOURCE: "What to Teach?," A Notebook For Teachers: Making Changes in the Elementary Curriculum. The Northeast Foundation for Children, Greenfield, Mass., 1985. p.40.


LEARNING THROUGH PLAY

Play Today?? (by Leila P. Flagg, Young Children, Jan 1975)

You say you love your children And are concerned they learn today? So am I - that's why I'm providing

A variety of kinds of play.

You're asking me the value Of blocks and other such play?

Your children are solving problems. They will use that skill every day.

You're asking what's the value Of having your children play?

Your daughter's creating a tower; She may be a builder some day.

You're saying you don't want your son To play in that "sissy" way?

He's learning to cuddle a doll; He may be a father some day.

You're questioning the interest centers; They just look like useless play?

Your children are making choices; They'll be on their own some day.

You're worried your children aren't learning; And later they'll have to pay?

They're learning a pattern for learning; For they'll be learners always.

Play is a very meaning and necessary for language, physical, emotional, and social development. A child learns best if he is actively involved in the learning process. The general outcomes for all learning experiences are: A child who has a positive self-concept, A child who is healthy and physically coordinated; A child who is growing in his ability to deal with other children and a child who can use language to communicate with others.


RATIONALE FOR AREAS OF THE CURRICULUM All areas of the curriculum play an important role in the development of the whole child.

Sensory motor development is stressed because it helps the child develop fine motor, eye/hand coordination, and hand-to-hand coordination needed for paper and pencil tasks.

Gross motor development objectives are interrelated with objectives for cognitive, social, and emotional development. The games and other activities provide not only for the development of the large muscles but provide an opportunity to meet friends and talk over activities.

The use of blocks and concrete objects are important to the development of classification, comparison, and mathematical operations. Blocks are essential in building language concepts, naming functions, stories, dramatic play, questions, and vocabulary.

Science and Social Studies assist in developing foundations for decision making and discovery. For without experimentation and discovery, progress would not exist.

Music is a great incentive to many children to acquire verbal skills. For music is a means of oral communication. Through creative movement, children feel free to express themselves because there are no judgments being made.

Art can assist in developing all areas of the child: fine motor, large muscle, emotional, cognitive, symbolic communication and many times even social. Art can expose the children to use of space, matching 1 to 1, structuring letters and numbers and of course creativity through use of various materials.

Language is also developed through exposure to good literature. Literature expands children's vocabulary and oral language skills that are prerequisite to reading. Language development also is developed through poetry which aid auditory discrimination.

All areas of this curriculum will contribute to developing the child for reading readiness.

This curriculum is designed to provide children with experiences that are both meaningful and appropriate for their developmental age.

Rile, Stephanie Mule Rile and Barbara Shirring Beneath, Activities and Rationale for A Developmental Curriculum: Children Ages 4-6. Developmental Curriculum and Diagnosis, Inc., Rochester, MI


SUGGESTED ACTIVITIES


MATCHES SIMILAR - UNLIKE SHAPES Gather five or six pairs of small objects that are alike, such as pieces of chalk, marble, or jacks. Have on hand one extra small object. Select three objects, two of which are alike. Have three children hide these objects in their hands. On a given signal, have them disclose the objects and decide which two are alike. Children should display the two objects that are alike on a table and give the other object back to you. Repeat, using other objects, until all pairs have been displayed. MATCHES AND/OR DIFFERENTIATES COLORS, OBJECTS AND/OR LETTERS Jigsaw puzzles, with only two or three parts, may be combined. These may be pictures pasted on cards, then cut apart for the child to assemble. Cardboard objects may be cut into different shapes -- circles squares, diamonds, and triangles --, which are then traced on a larger cardboard. The child places the forms in the correct places on the large cardboard. Provide pupils with a box of red beads and a box of blue beads, as well as a supply of heavy string. Provide a pattern, for example: one red - one blue or two red - two blue. Have pupils follow the pattern to string ten or more beads on a string or piece of yarn. Should beads not be available, you might make the pattern with small circles or squares using red or blue pieces of construction paper for children to string. DEVELOPS FUNCTIONAL VISUAL MEMORY Various games of "find the missing part" may be played. Make a drawing of a man's face leaving out an eye; a cow may have no front legs; a wagon, no wheels, and so on. The child tells or draws what is missing. Picture puzzles may be made, using duplicate pictures. One cut into four to six sections. The child then reassembles it by placing the parts on or beside the whole picture. Simple adaptations of Lotto may be made, with six or eight squares on a card containing drawings or pictures. One child shows cards containing the pictures, and the others cover on the board cards the one shown. Display a picture that has a great deal of detail in it. Encourage children to discuss


what they see. Then, turn the picture over, and have pupils recall its details. To confirm responses, display the picture once again. DISTINGUISHES AMONG VISUAL FORMS

A picture is presented at the side of a row of pictures. The child marks the same picture when it is repeated in the row, or the child marks the pictures that are different. ( This exercise may be hard or easy, depending upon the closeness of the pictures or drawings to be matched. It can be made difficult if the teacher uses a row of pictures the same as the stimulus picture, but with some minor detail changes.) A large picture or chart contains several objects shown separately on cards. The child points to them in the picture. Make several name labels for pupils on sentence strips. Place one in front of each child. Then help each child count and name the letters in his or her name. Allow pupils to keep one name label with their crayons, papers, or other personal items. Use one label to make children's coat hooks, lockers, or desks. Have children draw self-portraits. Use the third label to identify the portraits on the bulletin board.

IDENTIFIES VISUAL SEQUENCES IN PICTURES, OBJECTS

This exercise consists of two or more picture cards that tell a story when arranged properly from left to right. The cards are laid out in improper arrangement and after a child corrects the sequence, he relates the story the cards tell. Telling the story forces him to progress from left to right, note details, see relationships, and organize the material in a logical manner. Have teacher make series of pictures.


RECALLS VISUAL SEQUENCES

Discuss the seasons of the year with pupils. Suggest activities or events that occur during each season. The summer is when we go to the beach, go on vacation, and have barbecues. The fall is when we start school, rake leaves, and carve pumpkins. The winter is when we play in the snow, go ice-skating, and wear mittens and boots. The spring is when we fly kites, see the flowers begin to bloom, and the trees turn green. Then have pupils add what they can to the seasonal activities you have mentioned. Have pupils tell 3 things they like to do on a day in each season. Help them to use the terms, first, next, and last. For example, in summer, Bobby might like to play ball first, go swimming next, and drink some lemonade last. You can discuss familiar community events or holidays celebrated, that children from other countries or areas are involved with, since seasonal changes are not always evident in many places. FOLLOWS A LINE OF PRINT VISUALLY WHILE IT IS READ Give students opportunities to turn pages of books while you read, or simply to handle books. While reading to students, you can put a marker under the line of print you are reading and show the story while it is read. RECOGNIZES DIFFERENCES BETWEEN WORDS Letter or word wheels having the same letters on the inside and outside of the wheels, in different order, should be used. Children then find the words that go together. One child is provided with a chart containing several letters; another child has a pack of cards on which the letters are printed. One child shows a card, the other finds the letter on the chart. Words may be used instead of letters. This game may be varied so that several children have copies of the same chart of letters. Then one child acts as


leader, showing the letters and checking on the others who find the letter.

DEVELOP FUNCTIONAL AUDITORY MEMORY Identification of voices. Children sit in a circle with eyes closed, the teacher touches one child, then says, "Who am I?" Other students guess the names of the person's voice heard. RECOGNIZES SOUNDS IN THE ENVIRONMENT Identifying sounds of objects struck. Children are shown several objects that produce different sounds when struck - bell, glass, box, bottle. The children close their eyes. The teacher strikes the different objects, and the children identify the object struck. Discuss with pupils sounds they frequently hear on the street, in the classroom, in a kitchen, and so on. Then have children shut their eyes. Do a couple of things, e.g., turn on water in a sink, or close a door. See whether pupils can guess what makes the sound. If necessary, have pupils open their eyes, and then you make the sound again. DEVELOPS A SENSE OF ONES OWN BODY IN RELATION TO THE ENVIRONMENT At group time, count children present, and count children in subsets of the total group. How many boys are there? How many girls are there? How many are wearing red socks? Blue? White? How many came to school on the bus? In a car? Walked? and so on. Were children able to count in correct order? Ask the students: Are you growing? How can you tell? Long piece of paper, tape, pen, yardstick: Attach a long strip on paper to the wall. Each child stands straight up against the wall and the teacher marks height and labels with name. With a yardstick, count how many inches (or centimeters) and record. Repeat this activity several times throughout the year so that children can note their growth. Were children interested in their line and rechecking for growth?


OBSERVES THINGS AND PLACES FROM DIFFERENT SPATIAL VIEWPOINTS

Have children experience identifying the shapes in their environment. Let children use their whole bodies to try to form shapes. For example: They may lie on their backs and put arms and legs in the air, meeting to form a triangle midway over their body. Let them work together to form squares (two children lie on the floor, bending at the waist to form a square) and other shapes. Could children watching, see the shapes formed? Could those involved tell what part or shape they were? DESCRIBES THE POSITION OF THINGS IN RELATION TO ONE ANOTHER

Game: Make a traffic signal by cutting three circles in an 8 1/2" x 14" sheet of heavy paper or cardboard. On the backside, past red cellophane over the top circle, yellow over the middle circle, and green over the bottom circle. Use a flashlight to light the top circle from behind. Tell children that the top light is red and it means, "stop". Then light the middle circle and tell children that it is yellow and it means, "wait". Then light the bottom circle and tell children it is green and it means, "go". Practice several times, having children tell if the top, middle, or the bottom light is shining and whether it means "stop", "wait", or "go". Then let pupils use the traffic signal for games as they march around the room. Book: "The Wing On a Flea", construction paper, scissors, manila paper, glue,crayons, pen. DEMONSTRATES KNOWLEDGE OF COMPARATIVE FORMS Have children work in small groups. Give each group a set of shapes. Have children: 1. Hold up the biggest shape. 2. Hold up a shape that is not the biggest. 3. Hold up a shape that is bigger. Check responses; have groups exchange cards; repeat procedures. Have children work in groups of three. Have the first child draw a circle, the second child draws a bigger circle, and the third child draw the biggest circle. Repeat several times so that each child gets a chance to draw all three sizes. Read "The Wing On a Flea". Talk about shapes being parts of things or whole things. Give each child a circle, triangle, or rectangle cut from construction paper. Have them glue it to a piece of paper and draw the rest of the object or the details of what the


shape is or is part of. Have the child tell you the name of this shape and what he made from it, and write this on child's paper. Ex: "A triangle is the roof of a house." Children's papers can be compiled into a class book. Were children able to relate their shape to a part of or a whole object? Could they express their idea by drawing? Could they name their shape? PARTICIPATES IN ACTIVE LEARNING THROUGH IMITATION, MANIPULATION AND CONSTRUCTION The child hangs the washers on the hooks. (A similar hook board can be made with one size hook and the child can form patterns with washers of different sizes and colors.) You might say, "Put one circle on each hook, Lisa”. (The child should be left free to discover the possibility of placing the metal washers on the hooks by size.) What did you do with the metal circles, Lisa? Tell me about the different sizes you see. Are all the circles the same size? Are any of them the same size? Take all the circles off the hooks and put all the same sizes together. Trace around some of the circles on a piece of paper and try to use the circles as part of your picture. Try it and see how it turns out. Plywood, 12" x 16" Piece of wood nailed to the edge of the plywood to make it stand up. Spray paint or cloth to cover plywood. Brass cup hooks of various sizes: 10 small, 10 medium, and 10 large. Metal washers: 10 small, 10 medium, and 10 large. Container for the metal washers. IMPROVES JUMPING SKILLS See if the children can jump over a stationary stick. Get a rope (nylon) with heavy beanbag or boxing glove attached. Take the end of the rope and swing it around in a circle, ankle height. Children jump over it as it comes around. Two children at a time are best. Could the children anticipate when the rope would come around? Could they adapt their behavior eventually? Other games might include Red light, Green Light; Mother, May I.


IMPROVES HOPPING, SKIPPING AND GALLOPING SKILLS Create a signal, with a bell or whistle. Then give the following directions: When I say, "Go", you may skip, gallop, and hop around the playground. When I blow the whistle, you must stop immediately, holding whatever position your body is in. I will count to 7. You may not move while I am counting. You will be like stone figures. Then I will say, "Go", and you may move until you hear the whistle blow again. Allow the children to take charge of the signal when they understand how to play. Watch the skip, gallop, etc; balance, etc. Can the children play it spontaneously? FURTHER DEVELOP SKILLS INVOLVING BALL ACTIVITIES Ball, beanbags. Three boxes of different sizes fastened together - should be 6" of space between. Each box worth so many points. Prop target up on one end with a rock so it is slanted. Mark off a throwing line. Each player in turn gets 5 shots. (Best not to chart them. They will know how well they have done without fostering competitiveness.) How accurate was the throwing? Consider handedness? What foot do they take off on? Overhand or underhand? INCREASES STANDING AND WALKING BALANCE THERE WAS A PRINCESS LONG AGO (Adapted by Stephanie C. Riley) (All are sitting on 1st verse. Leave "gate" open.) 1. There was a princess long ago Long ago, long ago There was a princess long ago Long ago, long ago. (Princess stands.) 2. She lived in a tall, white tower Great tall tower, tall white tower She lived in a tall, white tower Long, long ago. (Tower stands and raises hands.) 3. The wicked fairy cast a spell, etc. (Waves wand) 4. She fell asleep for a hundred years, etc. (Sleeps - hands on face) 5. A great tall forest grew all around, etc. (Children grow slowly) 6. A handsome prince came galloping by, etc. (Comes galloping by)


7. He cut the forest with his sword, etc. 8. He took the Princess by the hand, etc. (Touches princess, trees stand again) 9. And everybody's happy now, etc. (Forest, etc. clap) Does anyone know the story of the sleeping beauty (or) read the Adrianne Adams version or other versions of Sleeping Beauty? None needed, except a large area indoors or outdoors to form a circle so children can go around the outside. One child is the princess (stands in the center with the tower); one child is the prince; one child the wicked fairy; remaining children are the forest (standing arms up) and the trees. Repeat it to give others a chance to be the prince, etc. How involved was the group? Did usually shy children ask to be leaders? Do the children spontaneously play it on their own? MANIPULATES SMALL OBJECTS (e.g. CLAY, CLOTHESPINS, FINGER PUPPETS, ETC.) Work with the children in sorting all kinds of objects into separate containers. Try sorting buttons, macaroni, or beans. Use only two or three different varieties at first (elbow macaroni, bows, and seashells) and provide places for putting the sorted objects (an egg carton, three cups, or small boxes). Play variations of "drop the clothespin into the bottle". Put containers such as jars, cans, or boxes with wide openings on the floor. Have the child stand over the container and drop buttons, beans, macaroni, or any of the things that you have sorted in a previous activity. You might also use raisins, popcorn, hard candies, or pretzel nuggets for dropping. Then you have built-in prizes, too! POURS LIQUIDS FROM LARGER CONTAINER TO SMALLER CONTAINER Give students some jars with wide mouth. Fill these half way with water, have students pour water into a shampoo bottle with narrow mouth. TAKE THINGS APART AND PUTS THEM TOGETHER Use lego or duplo and have children construct their own objects, such as planes, cars, etc. Then have them take it apart and put it back together the same way.


CUTS APPROPRIATELY WITH SCISSORS Cutting is a good activity for developing finger muscles necessary for writing. Give the child a small piece of paper in the shape of a square and have him/her cut the corners off, cut it in half, cut fringe on it, make it into two triangles, and anything else that you can think of. HOLDS CRAYON/PENCIL WITH THUMB AND FINGER Help the child begin to write letters by forming the letter form him/her in sand or on a chalkboard. Then have the child trace over the shape. Show the youngster the order of the strokes and the directions in which they go. Work on upper and lower case letters, but be certain that all of the letters that you form are large (four to five inches). Although children enjoy pencils, crayons, and pens, they will feel the shape of the letters much more easily if they begin learning them by tracing over the shapes with their fingertips. Pretend to write letters on the wall, in water, on concrete, in hard sand at the beach, or any place where there will be a strong touching sensation. Writing letters on the child's back and letting the youngster write them on yours is a fun way to develop recognition of letters. DEVELOP GRADUATING MOTOR SKILLS Set up two buckets. Fill one-half way with water. Using a siphon pump, child will move water from one bucket to another. After child masters that skill, provide the child with two bowls (one filled with colored water). Using a turkey baster child will transfer water from one bowl to another. Next have the child build a tower of blocks using tongs to pick up the blocks. Finally have the child pick up smaller objects such as plastic ants with large tweezers to place in suction cups (underside of bathmat). IMITATES CIRCULAR, VERTICAL AND HORIZONTAL STROKES Have the students use tempera paints to create strokes made by teacher. Have children imitate strokes in the sandbox. LACES, TIES, ZIPS, BUTTON OBJECTS Learning to snap, button, zipper, and tie are all skills that aid in visual development. Encourage children to dress themselves as much as possible. Also, use doll clothes to


help them develop these skills. Use long shoelaces for stringing things like buttons, macaroni, and beads. Lacing cards are also good for stringing activities; keep in mind, however, that children will lace around the edges of the cards as well as around the printed design. INCREASES ATTENTION SPAN Children sit in circle with eyes closed, other children are placed in different corners behind the group. The teacher says, "Where is the kitty?" and points to one child in the corner, who says "Meow". The children with eyes closed point to the source of the sound. CARRIES OUT A SERIES OF ONE TO THREE RELATED DIRECTIONS Tell children that they are going to play "Listen and Act". Direct them to listen very carefully while you give a series of directions. Then, give two directions to be followed, for example: "Walk over to the window; skip back to your place." Ask a volunteer to do just what you said to do. Have other children watch and decide whether the volunteer has followed directions carefully. The teacher stands behind the children and taps one, two, or three times. The children repeat the number of taps heard. This may be varied with sounds in different cadences. FOLLOWS THREE UNRELATED COMMANDS IN PROPER ORDER Several short commands are stated and the child, or the group, is to execute them in the order given. The performance will reveal ability to attend to oral directions and the ability to hold these in memory. LISTENS TO A POEM DID YOU EVER MAKE A SCARECROW? (Tune: Did You Ever See a Lassie?) Did you ever make a scarecrow, a scarecrow, a scarecrow? Did you ever make a scarecrow with straw for his legs?


You stuff him and stick him You stuff him and stick him Did you ever make a scarecrow with straw for his legs? Did you put him in a cornfield, a cornfield , a cornfield? Did you put him in a cornfield to scare crows away? The corn looks so tasty, be he looks so nasty Did you put him in a cornfield to scare crows away? LISTENS TO A STORY Creative techniques can be used in storytelling to make a story come alive. The techniques excite the imagination and entice the child to look at the book over and over again after experiencing the story told in an unusual way. Children are anxious to try their hands at creative storytelling themselves. Stories can be told using many different techniques. One can use puppets, sound effects, draw stories as they are told, use props, or photography. If one wishes to tell a story using a creative technique, take cues from the content of the story. Let the book be your guide. Prop stories are easy to devise. Three stuffed bears and a yellow-haired doll can be used to tell the nursery tale Goldilocks and the Three Bears. Several toy trains would be fun to use when telling The Little Engine That Could, by Watty Piper. Simply take a book that you are familiar with and see if it utilizes characters and objects that you have around the house; then make the story come alive when you tell it by incorporating the prop at the right time. Other stories to tell with props include: Brown, Marcia. Stone Soup. New York: Charles Scribner's Sons, 1947. (Props -- Prepare a stone soup recipe while telling the story) Burton, Virginia Lee. Mike Mulligan and the Steam Shovel. Boston: Houghton Mifflin Co., 1939. (Props -- A toy steam shovel) Lamorisse, Albert. The Red Balloon. New York: Doubleday and Co., Inc., 1956. (Props -- a red balloon inflated with helium) Zolotow, Charlotte. Mr. Rabbit and the Lovely Present. New York: Harper and Row, 1962. (Props -- An apple, pear, grapes, banana, and a basket)


BEGINS TO SHOW KNOWLEDGE OF TIME CONCEPTS Develop children's understanding of the words yesterday, today and tomorrow by discussing the occurrence of classroom events and having pupils share their experiences. You may have each pupil recall one thing he or she did in school yesterday. Encourage use of the words first, next, last by asking: What did you do first when you came to school yesterday? next? last? INCORPORATES VERBAL DIRECTIONS INTO PLAY ACTIVITIES Give pupils simple directions to play a game such as "London Bridge", "The Mulberry Bush", or "In and Out the Window". Then have a pupil repeat the directions to you before beginning the game. DEMONSTRATES SEQUENCING UPON REQUEST Tell children that they are going to play "Listen and Act". Direct them to listen very carefully while you give a series of directions. Then, give three directions to be followed, for example: "Go to the chalkboard; draw a circle on the board; erase the circle”. Ask a volunteer to do just what you said to do. Have other children watch and decide whether the volunteer has followed directions correctly. Give other children an opportunity to play. RELATES PERSONAL INFORMATION (NAME, ADDRESS, BIRTHDAY, PHONE NUMBER) Probably the easiest word to teach a child is his own name. He sees his name on his pictures and drawings, which the teacher displays. In addition, there will be many occasions when the teacher will write pupils' names on the board for birthdays, committees, special assignments, and the like. The child will notice similarities between his own name and other pupils' names and will learn a few words in this manner. Have on hand a toy telephone. Ask pupils to pretend to talk to someone else and to tell that person their own name, address, and telephone number. TALKS IN COMPLETE SENTENCES Collect pictures from newspapers and magazines showing people in different professions. Place the pictures one at a time on the chalk ledge. Identify and discuss the


picture with pupils. Next to the picture write the word can, not, or and. Read the word and have children say a sentence using the picture and the word. TELLS ABOUT PAST EXPERIENCES Helps pupils recall what they like or dislike about it. If children have not seen snow, let them imagine what it must be like. Then write the word, Snow, on the chalkboard and help pupils develop an experience story. Continue with other concepts. USES "S" ON NOUNS TO INDICATE PLURALS Teacher observes and listens to student’s speech pattern, not drawing attention to incorrect speech patterns; but at some point shows, for example, pictures of dogs, perhaps one dog in a picture; “we say dog". In the next picture, have two or more dogs, "we say dogs". USES SUBJECTS AND VERBS THAT AGREE WITH EACH OTHER Teacher observes speech patterns, does not correct student, but does repeat the sentence using proper subject/verb agreement. FORMS QUESTIONS Place an object in a bag. Children ask questions in order to gain clues as to what is in the bag. Example: Is it round? Is it red? Can you eat it? After they have three clues, they may guess what it is. Is it an apple? RETELLS THE CONTENT OF A STORY The teacher reads a story or passage to one group who then tell the story to children who have not heard it. This experience motivates children to be good listeners, since they must pay attention and comprehend if they are to retell the story successfully. GIVES APPROPRIATE INFORMATION Book: The Important Book by Margaret Wise Brown, chart, tablet, marker. Read


the story. Talk about how the book lists many characteristics of a thing (such as snow, a shoe, etc.) but picks one trait that is most important about the thing. Have the children think of something important about themselves, and write each child's statement on an experience chart. Ex: The important thing about Robert is he can run fast. The important thing about Christopher is that he likes dogs. Could children think of something important about themselves? Did they recognize their names and/or other words on the chart? PARTICIPATES IN GROUP DISCUSSION Have children take part in conversations stimulated through pictures, quotations about home activities, radio and television programs, play activities, birthday parties, summer activities, families, and other interests. INTERPRETS EVENTS DEPICTED IN A PICTURE While looking at a picture, pupils listen to the teacher as she says a series of four words, one of which could not be logically associated with the picture. Children are then asked to identify the word that does not belong. This can be a challenging game, because children must observe closely, listen carefully, and remember the word while other stimuli are presented. DESCRIBES PERSONAL EXPERIENCES Make plans for construction projects, conversations before and after field trips, planning exhibits, planning dramatizations. Dramatizations for activities: playing house (with suggested themes such as "getting ready for school in the morning", "getting ready for a birthday party", "getting ready for a visit to grandmother", and so on), playing store, building a house, dramatizing stories or events known to children, dramatizing a story stimulated by a picture series, creating activities for familiar television characters.


CREATES ORIGINAL STORIES THROUGH USE OF PICTURES Have children draw pictures of other ideas after listening to a "Hole is to Dig". Examples: A house is to live in. DISCUSSES A STORY OR POEM Asks students, "Do you like monsters? Did you ever pretend to go to a make-believe place?" Where the Wild Things Are by Maurice Sendak, paper, clay, crayons. Read the story. Discuss the wild things and their wild features -- beaks, feet, teeth, and horns. Children can make wild things of their own out of paper from non-hardening modeling clay. They may draw trees and other background with crayons if they wish. Have the children tell you something about their wild thing; -- what it likes to eat and write it on their paper. Which wild thing in the book is your favorite? Do you think they are scary or funny? NAMES AND DESCRIBES OBJECTS/PERSONS IN A PICTURE What kind of box is this? Can you name some things that are bigger than this? Smaller than this? Breadbox, pictures of objects that would be bigger or smaller than the box, mounted on cardboard and laminated. Pictures could include household items and animals. Have children look at the picture. They think about the size the object would be in real life and decide if it would be smaller than the breadbox. If it would be smaller, they put it inside the box. If bigger, they put it outside the box. Were children able to conceptualize size through the abstraction of a pictured object?


NAMES AND DESCRIBES ITEMS IN THE ENVIRONMENT Telling about objects brought from home, telling events, which interest others, showing picture books, and telling about them, telling about favorite activities, making up stories. "I Spy" games -- Describe an object and have the child guess what you are describing. Then ask the child to describe and you do the guessing. A view out of a window, a ride in a car, and a walk all offer particularly good opportunities for this activity. CLASSIFIES OBJECTS ACCORDING TO CATEGORIES Play the following word-association game with pupils, discussing or demonstrating any unfamiliar concepts. Ask questions such as the following: What goes with a cup? (Pupils may say saucer.) How are they the same? (Both are used when you drink.) Follow the same procedure with these questions: What goes with a shoe? What goes with a comb? What goes with a spoon? What goes with a lock? What goes with a hammer? You might also draw a dish on the chalkboard. Have children identify its outline as a circle, and tell what other things used at the dinner table they can think of that have an outline of a circle. (Pupils might mention a saucer or the rim of a cup.) USES POSITION WORDS AND DEMONSTRATES THEIR USE Have pupils sit in a circle. Give each pupil a paper plate and a cutout picture of food. Have them follow directions such as these: Put the food on the plate. Take the food off the plate. Give the plate to the person on your right. Take the plate from the person on your left.


LISTENS TO STORIES AND SHOWS INTEREST IN BOOKS In a story area, stories are read to children on a daily basis. Records and tapes with stories are listened to daily. Picture books are available for children to discover. Read or tell a simple story. Then have each pupil illustrate one event that happened in the story. You might suggest one event that is very picturable. Then have children, in turn, show their pictures and recall details of the event. DEVELOP ONE'S OWN SPOKEN LANGUAGE Using language experience approach, have child discuss a field trip, cooking project, the first snow, etc., then you should write their exact words on language experience chart, then read it back to each child or the entire group or class. Discuss with pupils the fun and responsibilities of caring for cats. Cat owners can relate their experiences, and children who do not have pet cats at home can tell whether they would like to. Write the word, Cats, on the chalkboard and help pupils develop an experience story. ELICITS SHORT TITLES OR DESCRIPTIONS OF ORIGINAL DRAWINGS AND PICTURES Have children draw pictures of their own experiences and develop a title for the pictures. The teacher will write the given title for the picture on the drawing. Then the picture will be discussed with the teacher or group. SEQUENCES THREE OR FOUR PICTURES TO TELL A STORY Use comic strips without written language and have children place them in proper order. Place numbers on the backs of each picture, so they are self-correcting. Keep each story in a separate envelope. PREDICTS THE OUTCOME OF A STORY Display classroom items such as these: crayons, a jump rope, a shovel, a ball. Have children name the items. Tell them to listen carefully so that they can answer your questions. Say:


Miguel likes to dig in the sand. Which of these things would she use? (Point to the items listed above.) (a shovel) Shavon likes to jump. Which of these things would he use? (a jump rope) Jennifer likes to play catch. Which of these things would she use? (a ball) Elbert likes to make pictures. Which of these things would be use? (the crayons) PROVIDES EXPERIENCES THAT PROMOTE INTEREST AND ENJOYMENT OF VARIOUS FORMS OF LITERATURE Print words to a familiar short poem or nursery rhyme on chart paper and illustrate with a simple drawing. Children can recite poem while teacher points to words. PROVIDES EXPERIENCES THAT PROMOTE INTEREST AND ENJOYMENT OF VARIOUS FORMS OF LITERATURE (continued) Read simple fanciful story to children. Focus on what makes the story fanciful. Read simple non-fiction story to children. What makes it real? Have students create finger plays from simple fanciful stories. BEGINS TO RECOGNIZE SOME FAMILIAR WORDS List words the children think are related to topic you are studying, ex. zoo animals, Halloween words. You may want to illustrate some of the words. You can continually add to the list. NAMES UPPER/LOWER CASE LETTERS WHEN PRESENTED AS A GROUP AND INDEPENDENTLY (optional) Song - Teach the following song to children The Alphabet Song ABCDEFG HIJKLMNOP QRSTU and V WX and Y and Z.


Now I know my ABC's Tell me what you think of me. Talk about straight and curved lines. On the chalkboard, write target letter forms. Describe the letter forms by their curved and/or straight lines. Have upper and lower case letters cut out separately. Upper case in one can, lower case in another. Working with upper and lower case independently, call a letter. The student who can get all letters called correct is the winner. There may be more than one winner. NAMES WORDS BEGINNING WITH EACH LETTER SOUND AS THEY ARE INTRODUCED (optional) Having various objects in room. Have children place object from the object table that represents that correct letter/sound relationship being presented that day. NAMES LETTER SOUND IN INITIAL POSITION WHEN GIVEN WORDS (optional) Playing "Sound Match" Materials: game board 3, concept cards as indicated, cardboard or oak tag markers. Groups with two to four children. Place concept cards, pictured sides up, in game board squares for cards. Have each player: 1. Place marker in a space labeled "Start" 2. Take a turn; draw card from pile; place card pictured side up in square next to card pile. 3. Point to the game board picture that has a name beginning with the same sound as concept card picture. 4. Move marker one space forward if response is correct. 5. If space is starred, take another turn. IDENTIFIES RHYMING WORDS (also see auditory discrimination) Book: Did You Ever See? , paper crayons, pen. Read the story. Children can think of animals and something they could do that rhymes with the animal's name. Write each child's idea on a sheet of paper and let the children illustrate their pages. They could be


put together in a book or put on a bulletin board display. Were children able to think of rhyming words? IDENTIFIES THE LARGER OR SMALLER OF A GROUP OF OBJECTS Construction paper, scissors, glue, pen, large paper. Make a chart on a large piece of paper that lists the months of the year. Cut a small birthday cake from colored paper for each child. Print child's name on top of cake and month and day of birthday on side. Hold up cakes and see if children recognize their names. See if child can tell you his/her birth date. Give child his cake and let him glue it beside the proper month on the chart. Talk about which month has the most birthdays, the least, etc. Count the number of cakes and number of children and discuss how the number is the same, or equal. Did many children know their birthday? Could they determine most and least? Are they interested in names of months and seeing friend's names? Have children choose a link before coming to circle time (yellow-white milk; blue-chocolate milk; red-orange juice; green-apple juice). Teacher counts the number or each of each drink. Compare links: Do we need more chocolate or white milk today? How many more? How many more orange juices would we need to have the same number of orange juice and apple juice? A graph can also be created to illustrate smaller and/or larger groups of objects. COUNTS BY ROTE TO 10 AND/ OR AT LEAST TO 31 White poster board, colored markers, scissors, pegs from pegboard set. Draw 10 birthday cakes with colored markers. Decorate to look like fancy icing trim and number cakes 1-10. Cut out cakes. Children use pegs for candles, count out the correct number, and lay them at the top of each cake. Did children recognize the numerals? Were they able to count "Candles" correctly? Place numbers in can. Each day at circle time, child picks out a number. Class then counts to that number. They may also clap, jump, stomp, etc. that number of times as they count. POINTS TO AND NAMES THE NUMERALS Display a calendar near the chalkboard. Write the numbers 1-31 on the board. Point to a number from 1 to 31 on the calendar. Have a volunteer circle that same number on the board. Continue until all numbers on the board are circled.


DEMONSTRATES ONE TO ONE CORRESPONDENCE USING MANIPULATIVE MATERIALS Have the children match dots on dice in 1 to 1 correspondence with objects in kitty. Dice, pebbles, or play coins or other uniform objects. Children take turns throwing dice, counting the number and taking an equal number of pebbles from the "kitty". Have the children count aloud. With very young children, use only 1 die or wooden cube with a low number of dots painted on it. Could the children count out correct number of totals? Could they take turns? Tell who has most? Least? MATCHES NUMERALS TO SETS/GROUPS OF PICTURES AND OBJECTS 1-10 IN BOTH EQUIVALENT AND NON-EQUIVALENT SETS At juice time - chairs, crackers, people, napkins, cups, etc. Ask one child to bring just enough napkins (or cups or crackers) for everyone at the table. While eating, count number of chairs, people, cups, etc. with the children. Talk about whether the numbers are equal, or more or less. Was the child able to match correctly 1 to 1 with children and napkin (or cups)? Did he include himself? Can children understand number qualities? TRACES, COPIES, AND PRINTS NUMBERS 1 - 10 (to 31 optional) Game board made of cardboard with a line down the middle. One side labeled equal and showing pictures of 2 equal sets, the other labeled not equal and showing 2 unequal sets; 3 x 5 cards depicting sets some equal, some unequal. Ex: 2 flower pots with 3 flowers in each one on one card and another card with 2 flowerpots and an unequal number of flowers in them. Child puts sets that are the same on equal side of game board and sets that have more or less on the not equal side. Did children use quantitative words - more, less, as many, equal, etc. as they use the materials? CONSTRUCTS SETS/GROUPS OF OBJECTS AND PICTURES 6-10 Have children experience counting movable objects. Using markers, divide a 12" cardboard pizza into 10 sections. Draw sets of objects counting from 1 to 10 items in each section. Cover the board with clear contact paper. Label ends of spring-clip clothespins 1 to 10. Children count the things in each section of the cardboard and clip the clothespins with the correct number on them to the proper sections. Did the child recognize the numerals?


TRACES, COPIES AND DRAWS CIRCLES, TRIANGLE AND RECTANGLE String triangles. Fill flat pans with water paints. Have pupils dip short lengths of string into the paint and arrange them into triangles on sheets of paper. POINTS TO AND NAMES PENNY, NICKEL, AND DIME Ask students, "How do we buy things in a store? Why do we need money? What is a cash register for? Toy cash register, play money, items for children to pretend to buy. Set out the cash register and items for children to "buy". Encourage children to share and take turns at the cash register. Did children set "prices" for items? Did they recognize numbers on the cash register? Did they role play giving change to their customers? NAMES AND IDENTIFIES BODY PARTS Have children take pictures of one another. Help children make a list of their own characteristics. Have children trace a partner's body. Help children identify their body parts aloud. Give children opportunity to color in their own body. Make handprints or footprints using plaster of Paris. OBSERVES AND DISCUSSES GROWTH OF LIVING THINGS Discusses kinds of plants, take a nature walk to observe various plants. Discuss what plants need to grow. (sun, water, air, soil) Do a language experience chart on your return. Visit an apple orchard or pumpkin farm. Do a language experience chart on your return. Have children plant beans, grass, or bulbs and observe their growth. Have a classroom chart to keep track of growth. Grass can be grown on a sponge. In the Spring, start a window garden.


IDENTIFIES AND DISCUSSES DIFFERENT KINDS OF ANIMALS AND ANIMALS HOMES Have students learn the following finger play about homes for animals and for people. Houses Here is a nest for the robin; (Cup both hands.) Here is a hive for the bee; (Put fists together.) Here is a hole for the bunny; (Make a circle with forefinger and the thumb.) And here is a house for ME! (Put fingertips together to make a roof.) Anonymous Game - Call out animal names and have children pretend to be the different animals. Begin by saying "kangaroo". Children may then hop like a kangaroo. Children might also leap like a frog, waddle like a penguin, or crawl like a turtle. They may want to suggest other animals to imitate. Bird Nest Bag - Mesh Bag; bright -colored scraps of yarn, fabric, rickrack, ribbons, paper strips, etc. Place the bright-colored scraps in the mesh bag and tie it at the top. Hang the bag in a tree. Have the children observe how the items slowly disappear. After a few weeks, take the children on a nature walk and look for bird nests containing the items that were placed in the bag. IDENTIFIES AND DISCUSSES THE FIVE SENSES Have several numbered jars containing substances for students to taste, e.g. salt, sugar, etc. What does it taste like? Tell your partner. Have a large box with a hole that is covered by the flap. Have several items within the box to be identified by touch. e.g. pencil, ball, etc. What does it feel like? Draw a picture. Tape several sounds, e.g. barking dog, electric mixer, etc. What do you hear, draw a picture of it. Have jars containing substances for student to smell, e.g. cinnamon, pepper. Do his with a partner, tell them what is inside.


Have several pictures containing hidden objects. Find hidden objects. OBSERVES AND DISCUSSES WEATHER In winter, take trip outside to see snow and ice. Using flannel board characters, dress characters appropriately for each season or daily based on weather changes. Have children verbalize the weather of the day and write their words on a language experience chart. Make a school-week calendar that indicates the five days of the week. Number the days. Have ready symbols that show what the weather for the day is like, for example, snowy, sunny, cloudy, and rainy. The calendar for a week might look like the one at the top of the next column. If you can, write out the complete name for each day of the week. You may feel it necessary to explain that the numbers for each day on this school-week calendar are not the same as the numbers on the regular calendar. Each day call attention to the number and name of the day. Ask pupils to decide which weather symbol should be put on the calendar for the day. OBSERVES AND DISCUSSES SEASONAL CHANGES AND SUBSEQUENT HUMAN ADAPTATIONS Make winter stews and soups with children with understanding that we eat warm food when we are cold to warm us up. Discuss signs of spring and how our activities change. OBSERVES AND DISCUSSES SEASONAL CHANGES AND SUBSEQUENT HUMAN ADAPTATIONS Take a spring walk looking for new plant life, draw pictures upon return. Grow grass on a sponge. Start window garden.


OBSERVES THE SUN AND DISCUSSES ITS EFFECT ON THE EARTH Listening to a poem: "A Sunbeam" - Have children listen to the poem below. Remind them to turn off lights in the daytime. Discuss what the sun does for us during the day: helps plants grow, provides light, and provides heat. A Sunbeam A friendly sunbeam danced my way And came right in my room to play. It spilled straight over my windowsill And up the wall and ceiling 'till I turned off each and every light -- For sunbeams dance away the night. -Ana Mendez Ask the students: "Did you ever see a rainbow? When do we see rainbows?" A Rainbow of My Own: Read the book. Use the spray from a garden hose, a prism, or a large jar of water, in the sun to create rainbows on the sidewalk or a piece of paper. Explain that light from the sun is made up of all colors, and when it hits the water or prism, the colors separate. Children can also blow soap bubbles and see the colors. "Where do the colors come from?" OBSERVES AND DISCUSSES THE PASSAGE OF TIME (MORNING, AFTERNOON, EVENING , DAY, NIGHT) Ned, the Night Owl - Have children close their eyes and then read the following story to them. Encourage the children to visualize all of the things that are mentioned in the story. Hi, I'm Ned, the Night Owl. I'm going to take you on a tour of my world at night. Close your eyes, everybody, and think very, very hard, and listen to what I say. We're going to fly around and find out what goes on at night. Look up at the sky. We can see the moon coming up, and we begin to see the stars as the sky grows darker. First, we'll fly over the forest. Many of my friends who live here are awake at night. Night is when they look for food and do their other activities. Look, and you can see the bats flying out of their caves. The bats come out to eat insects. Over there is a family of raccoons. They are washing their food before they eat it. The baby raccoon is holding a shiny piece of aluminum foil that he must have found in the trash. Raccoons love shiny things.


Now we have made our way to the city. Look at all the lights. There aren't as many cars and trucks on the streets as there are in the daytime. All the cars and trucks that are out have their lights on, so they can see to drive. We can see lights on in some of the buildings, but most of the houses are dark. The families must all be asleep. The building down there is a factory, where people work during the night. Some factories don't stop their machines at night. There is out friend, Ms. Nettle, the police officer. She works at night to help keep us safe. The nurses and doctors at the hospital work through the night, too. Do you see the nurses and doctors coming and going as the hospital? Well, I'm getting tired now and it's beginning to get light. The night is almost over. Did you notice all the insects everywhere we went? They bother me. Did they bother you? The sky is turning pink in the east and I'm getting very, very sleepy. It's time for owls to go to bed. Thank you for keeping me company on my trip. Extension: Discuss what the children see on the trip with Ned, the Night Owl. Make a list of day things and night things in a language experience story. BEGINS TO OBSERVE AND IDENTIFY SIMILARITIES AND DIFFERENCES BETWEEN PEOPLE To note differences and similarities, a simple bar graph can be made to illustrate any of the following: 1. Who has blue, brown, or green eyes? (Ex: Children glue 1" squares the color of their eyes in graph form.) 2. Who has black, brown, red, or blonde hair? 3. Who lives in a house, apartment, trailer, or condominium? 4. Who has tie, buckle, or pull-on shoes? Ask the students, "What are some ways you are different from anyone else?" Use the following: Magnifying glass, 3 x 5 plain white index cards, inkpad, and paper towels. BEGINS TO OBSERVE AND IDENTIFY SIMILARITIES AND DIFFERENCES BETWEEN PEOPLE (continued) Children are encouraged to look through the glass at their hands, and are guided to


the discovery that their fingers each have designs on the pads. To illustrate the design, the fingers are inked, in sequence, and the child prints these designs on the cards. Each can compare his prints to others and discover he is unique! Were children interested in their prints? Did they try to see differences in their prints? BEGINS TO OBSERVE PEOPLE EVERYWHERE HAVE THE SAME BASIC NEEDS (FOOD, CLOTHING, SHELTER) In discussing differences in people, begin to teach the children that food, clothing, and shelter are all parts of basic needs. Have children cook or taste food from various cultures, Chinese, Italian, Mexican, etc. Show pictures of clothing worn in different parts of the world. Discuss why some people are dressed in light clothing and why some are dressed in heavy clothing. Construct various types of shelters from sticks, blocks, clay, cloth, wood, Styrofoam. DEVELOPS AWARENESS OF SELF IN RELATION TO FAMILY Baby Pictures - Materials: Photographs of the children as babies. Polaroid camera; chart paper; marker. Have the children each bring a picture of themselves as babies. Tell them to bring the picture in an envelope so no one else will see it. Put each child's name on the back of his/her picture. Place the pictures on the bulletin board. Allow the children several days to study the pictures. Then ask them who they think is in each picture. Record their votes on chart paper and compare answers for a math activity. Reveal the identities of the children in the pictures and see who has guessed correctly. Take pictures of the children as they are in the classroom, and compare the baby pictures to these pictures. DEVELOPS AWARENESS OF SELF IN RELATION TO SCHOOL ACTIVITIES Help children know each other's names. Encourage them to enjoy simple games with rules. Bounce Ball - Game -- One child stands in the center of the circle. He bounces the ball and calls another child's name. That child retrieves it and becomes the next "bouncer".


Help children to know each other fairly well. Knock Knock - Game -- One child comes to the front of the group and sits with their back to the other children. One child is chosen to walk up behind the seated child and say "Knock, knock". The other replies, "Who's there?" The first child says "Guess who". Seated child has three chances to guess the child's identity from his voice. Did the children know each other's voices? Could they follow the verbal pattern of the game? RECOGNIZES THE PURPOSE AND VALUE OF THE HOME Have children draw a picture of their home placing family inside the home. Have children discuss each person in the home and what they do to help the whole family. Make a language experience chart of ideas children have about their home. DEVELOPS AN AWARENESS OF THE IMPORTANCE OF HOLIDAYS Halloween (decorating, wearing costumes, parade party,etc.) Thanksgiving (brief units on pilgrims and Indians, making pies, hats, costumes, etc.) Winter Celebration (decorating room, making gifts for parents, etc.) New Year's Eve (make noisemakers, confetti, change calendar party, New Year's resolutions, etc.) Dr. Martin Luther King, Jr. Day (biographical story read, art projects etc.) Valentine's Day (making valentines for parents, post office unit., valentine exchange with other children, party, etc.) Black History Month (famous African or African-American person activities, literature presentations, etc.) Presidents' Birthday (brief story about Washington and Lincoln, make hats, cherry pie, poems and songs, etc.) St. Patrick's Day (brief story about St. Patrick's Day, wear green, learn to jig, and do shamrock sponge painting, etc.) Spring Celebration (decorating, discuss bunnies, ducks and chicks, environmental changes, etc.) Memorial Day (make musical instruments, parade etc.) Mother's and Father's Day (make cards and gifts for each occasion, etc.)


DEVELOPS AN AWARENESS OF THE IMPORTANCE OF HOLIDAYS Holiday foods to make: Cranberry Relish, Jell-O-O, Pumpkin Bread, Jack-O- Lantern, Pumpkin Waffles, Cook's Playdough, Knox Bloxs Finger Jell-O (Jell-O Jigglers), Peanut Butter, Gingerbread Men, Applesauce, Orange Juice Jell-O, Yogurt Pops, Fresh Fruit Salad, Ice Cream, Sugar Cookies, Oatmeal Crackers, Popcorn, Bread and Jelly. DEVELOPS ABILITY TO PARTICIPATE IN A WIDE VARIETY OF MUSICAL EXPERIENCES (E.G. SINGING, LISTENING TO MUSIC, CREATIVE MOVEMENT, AND INSTRUMENTAL EXPLORATION) Select a story with a limited number of well-defined characters who appear throughout, such as Goldilocks and the Three Bears. If you can play an instrument, select a melody you know that would be appropriate for Mama bear, Papa bear, Baby bear, and Goldilocks. When that character is mentioned in the story, play the melody of that character. If nobody in the family plays an instrument, rhythm instruments, such as a coffee can containing buttons and other objects that create sound effects, can be made to provide musical backgrounds. Following is a bibliography of literature that can easily be transformed into musical stories: Brown, Marcis. Three Billy Goats Gruff. New York; Harcourt Brace, 1957. Canuth, Jane. (Adaptation) Goldilocks and the Three Bears. Cleveland, Ohio; World, 1972 Izawa, Tadasu. The Three Pigs. New York : Grosset and Dunlap, 1974. Potter, Beatrix. Peter Rabbit. New York: Frederick Warne and Co., 1902. Weigle, Oscar. (Adaptation) Little Red Riding Hood. New York: Grosset and Dunlap, 1970. Play music with different tempos and move with the music. After they have experienced the music a number of times, use crayons to "dance" on a large sheet of paper. Collect simple musical instruments such as a bongo drum, tambourine, triangle, horn, castanets, plastic flute, or recorder. A kazoo also works well. A music teacher may be helpful in providing these. Demonstrate to pupils the way to play the instruments. Allow a group of pupils to play them as you lead the class in singing a familiar, rhythmic song such as "Twinkle, Twinkle, Little Star". Have the musicians try to make the sounds of their instruments in time with the music. Rotate musicians so that all pupils have an opportunity


to play an instrument. PROMOTES DEVELOPMENT OF THEIR CREATIVE ARTISTIC ABILITY Dough Materials 2 cups water 1-cup salt food coloring (optional) 2 tablespoons 6 cups flour (approximately) Mix water, salt, and food coloring; add oil and flour. Mix until dough is a consistency that can be molded. "Making and Talking about Doodle Creatures" Materials: Crayons, paper Have children: 1. Draw target shapes, letters, or numbers on paper. 2. Use crayons to make shapes, letters, or numbers into doodle creatures. Display two or three doodle creatures. Describe a creature, one feature at a time. "Making Sponge Prints" Materials: Shapes, letterforms, or numbers cut from sponges, paper, paint, shallow pan, wet paper towels. Pour paint onto wet paper towels and place towels in pan. Have children press sponges into pan and print with sponges on paper. DEVELOPS ART EXPERIENCES THROUGH THE UTILIZATION OF A VARIETY OF MATERIALS "Butterfly Art" - provide children with yellow construction paper, scissors, and crayons. Have pupils draw and decorate butterflies on their yellow paper. It may help to draw a picture of a butterfly on the chalkboard or have an outline of a butterfly on cardboard available for pupils to trace. Have children cut out their butterflies and show them to the class. You may want to display the butterflies on classroom windows, or on a mobile. Powdered paint and chalk - Talk about chalk as a different form of art. A short


history about where chalk comes from would be interesting. Chalk in a variety of colors; 12 x 18" paper, colored or white; white powdered paint. Soak a sheet of paper in water. Remove and sprinkle a tablespoon of white paint on the paper. Spread paint over paper and while still wet, take a stick of colored chalk on its length and push it around the paper. What methods do they use? Do the children cover the whole paper? Ask the children how chalk feels as compared to markers and paint. DEVELOPS A POSITIVE AWARENESS OF SELF THROUGH ACTIVITIES Have students make "All About Me Booklet: (send home at first conference) Ask student, "Do you like to have your picture taken?” Take a Polaroid picture of each child. Have each child paint a paper plate and, when dry, glue on their picture. Did the children enjoy seeing pictures of themselves and their friends? EXPRESS FEELINGS AND EMOTIONS Discuss topics such as helping others, caring for one's own pets and material possessions. Also, discuss sharing with others and why it is important. ASSOCIATES BODY PARTS WITH ACTIONS/SENSES Have children paint with their feet and have children make handprints out of Plaster of Paris. Trace hands, feet. Make a collage showing parts of body and what they do. Cut pictures from magazines. DRAWS PICTURE OF SELF Have students draw a picture of oneself alone, as part of the family and as part of the class. Have students draw bodies on butcher paper.


PARTICIPATES IN SIMPLE GROUP ACTIVITIES Have children play "Here We Go Round and Round". Have children stand in a circle. Then pass out concept cards, shapes, colors, etc., around the circle as they chant the verse below to the tune of Looby Loo. When the verse ends, children holding items name the items and sit down. They continue chanting as others in the group play, "Here We Go Round and Round" (repeat three times). Tell me your shape or color and sit down. JOINS IN PLAY WITH OTHER CHILDREN AND BEGINS TO INTERACT Children are on the same team if they have concept cards beginning with the same sounds as the pictured-word cards. Group children in teams of three or four. Give each team a set of concept cards. Help teams sort cards into piles according to color, shape, or function. (things to wear, animals, things that fly, things to eat.) SHARES PLAY MATERIALS, TAKES TURNS WITH ASSISTANCE Through demonstration and discussion, have children verbalize and apply what they have learned about talking turns and sharing materials. Discuss with students, "What kinds of things do people put on pizza? What are some nice things people do for their friends? Refrigerator biscuits, pizza sauce, cheese, pepperoni, hot dog slices, vegetables, etc., for a variety of toppings, cookie sheet, foil. Have each child pick a friend and take their "order" for a pizza by asking what kind of topping they want. Child makes pizza for the friend by rolling out 1 refrigerator biscuit, spreading with 1 tbs. pizza sauce, topping with cheese and the topping selected by friend. Place on cookie sheet. Bake at 400° for 12-15 minutes. Line pan with foil for easy clean up.


CHOOSE OWN FRIENDS Discuss what makes a good friend. Role-play some events that would show what a friend should be like. Talk to children about what they like to do with their friends. Have precut silhouettes of two children holding hands from manila paper. Cut matching covers from colored construction paper and label, "It's Good to Have a Friend Because...” Have a discussion about friends - who they are, why they are important and what they like to do together. Give each child one of the manila silhouettes and have him draw himself and a friend on the outline. Have him dictate ending to sentence on cover for teacher to write on the bottom of the page. Label each silhouette with child's and friend's name. Staple together to make a class book. DEMONSTRATES KNOWLEDGE OF RULES AT HOME, AT SCHOOL AND PLAY Creative drama - Have children imagine what a car might say - if it could talk - about the importance of safety rules. What might a car say about looking before crossing a street, walking when the light is green, and so on. Have children take turns role-playing the part of the car. DEVELOPS SOCIALLY ACCEPTABLE PERSONAL HEALTH HABITS Have children visit as a class a doctor and/or a dentist's office. Have the school nurse come to the classroom to discuss and show good health habits. Cook some nutritious foods with the children. Discuss what they are. CALLS ATTENTION TO HIS OWN PERFORMANCE IN AN APPROPRIATE MANNER. Notice something about a different child each day. Give child an opportunity to demonstrate or discuss something that has been said with regard to him.


INCREASES ABILITY TO FOCUS ON AN ASSIGNED TASK Give child an allotted time to work on a center activity. Increase amounts of time as the year progresses. FOSTERS SELF CONTROL AND COOPERATION AS NEEDED TO HAVE A WORKING ATMOSPHERE Role-play with children the right way to react and the wrong way. After giving examples, have children draw two pictures, one that shows self-control, and one that does not. ENCOURAGES CONCERN AND SYMPATHY TOWARD OTHERS Have children listen to stories about times when others need our support. Example, when a pet dies, when someone is not feeling well. Ask what would you do if...?


BIBLIOGRAPHIES


RESOURCES FOR THE TEACHER

Beckman, Carol, and Associates, Channels to Children. Colorado Springs, Colorado: 1982. Canady, Robert J. and Raines, Shirley C. Story Stretchers Gryphon House 1989 Carratello, John and Patty, Literature and Critical Thinking. Teacher Created Materials, Inc. 1989. (any selected Literature and Critical Thinking titles from Teacher Created Materials, Inc.) Cianciolo, Patricia. Picture Books for Children. Chicago: American Library Association, 1973. Clymer, Theodore and Venezky, Richard L., Animal Crackers. Ginn and Company, Lexington, MA: 1982. Cohen, Monroe D., ed. Literature with Children. Washington, D.C.: Association for Childhood Education, 1972. Coudron, Jill M., Alphabet Activities. Fearon Teacher Aids a division of David S. Lake Publishers, Belmont, CA: 1983. Fisher, Bobbi, Joyful Learning. Heinemann Educational Books, Inc., Portsmouth, NH: 1991. Gillespie, John T. & Gilbert, Christine B. (Ed.) Best Books for Children. New York: R.R. Beroker Co. 1979. Gilroy, Pamela J., Discovery In Motion. Communication Skill Builders, Tucson, AZ: 1989. Green, Ellin & Schoenfeld, Madalynn (Ed.) A Multimedia Approach to Children's Literature. Chicago: American Library Association 1977. Hopkins, Lee Bennett. Pass the Poetry, Please! New York: Citation Press, 1972. Huck, Charlotte S. Children's Literature in the Elementary School: Third Edition. New York: Holt, Rinehart, and Winston, 1976. Larrick, Nancy. A Parent's Guide to Children's Reading. New York: Bantam Books, 1975. Little Miss Muffett Fights Back: A Bibliography of Recommended Non-Sexist Books. New


York: Feminists on Children's Media 1974. Lorton, Mary Baratta, Mathematics Their Way. Addison-Wesley, Menlo Park, California: 1976. MacDonald, Sharon, We Learn All About. Fearon Teacher Aids, 1993. Morrison, Kathy and Reader, Alice, Beginning Science. T.S. Denison and Company, Inc., Minneapolis, Minnesota: 1986. Richardson, Kathy, Developing Number Concepts Using Unifix Cubes. Addison-Wesley Publishing Co., Menlo Park, CA: 1984 Ring a Ring o' Roses: Stories, Games, and Fingerplays for Preschool Children. Flint, Magazine: Flint Public Library, 1977. Robinson, Kimberly, Thematic Unit - "Bubbles". Teacher Created Materials, Inc., Huntington Beach, CA. 1991. (any selected Thematic Units from Teacher Created Materials, Inc.) "Stick Out Your Neck" Series. Carson-Dellosa Publishing Co., Inc., Greensboro, NC: 1991. Stull, Elizabeth Crosby, Kindergarten Teacher's Month-by-Month Activities Program. The Center for Applied Research in Education, West Nyack, NY: 1987 Taulbee, Annette, Math Manipulatives Series. Frank Schaffer Publications, Inc., Torrance, CA: 1993. (any of Frank Schaffer's materials) The Preschool/Kindergarten Paper. T.S. Denison & Co., Inc., Minneapolis, MN: 1995. Wesley, Joan, Theme Works. Creative Publications, Sunnyvale, CA: 1991. Westley, Joan, Windows on Language Through Literature. Creative Publications 1989 Wilmes, Dick, and Liz. Everyday Circle Times: A Building Block Publication, 1983


RECOMMENDED READINGS Developmental Readiness

Bennett, Steve, and Ruth. 365 TV-Free Activities You Can Do With Your Child. Holbrook, Mass: Bob Adams, Inc., 1991. Elkind, David. The Hurried Child: Growing Up Too Fast Too Soon. Reading, Mass: Addison-Wesley, 1981. Grant, Jim. "I Hate School." Rosemone, NJ: Modern Learning Press, ________. Grant, Jim Developmental Education in the 1990's. Rosemont, NJ: Modern Learning Press, 1991. Johnson, Spencer. The Precious Present. New York: Doubleday, 1984. Jones, Claudia. Parents Are Teachers, Too. Charlotte, VT: Williamson, 1988. Kraus, Robert: Leo the Late Bloomer. New York: Windmill Press, 1987. Meisels, Samuel J. Developmental Screening in Early Childhood--A Guide. Washington, DC: National Association for the Education of Young Children, 1989. Rich, Dorothy. MegaSkills. Boston: Houghton-Mifflin, 1992. Rowe, Mary Budd. "Teach Your Child to Wonder." Reader's Digest, May, 1995. Society of Developmental Education Sourcebook. 5th Edition. Into Teacher's Hands. Peterborough, New Hampshire: SDE, 1992. Uphoff, James K. School Readiness and Transitional Program: Real Facts From Real Schools. Rosemont, New Jersey, 1995. Uphoff, James K. and June E. Gilmore. Summer Children: Ready or Not for School. Middletown, OH: J and J Publishers, 1986. Vail, Priscilla L. Learning Styles. Rosemont, New Jersey: Modern Learning Press, 1992.

The Society for Developmental Education Northgate, Route 202

P.O. Box 577 Peterborough, NH 03458

1-800-462-1478


"We need to stop hurrying children. Our school days require time. Time to Wonder, time to pause, time to look closely, time to share, time to pay attention to what is most important. In school, we must give children the time they need to learn. To hurry through the day, to hurry through classes, grades and a timetable of achievements, is contrary to the nature of children and will do irreparable damage to their minds and souls." Chip Wood

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