Activities to Implement the Prekindergarten Curriculum ... · This booklet, Activities to Implement the Prekindergarten Curriculum Guidelines, ... enrichment activities. The activities

Activities to Implementthe Prekindergarten

Curriculum Guidelines

University of Texas Center for Reading and Language Arts

©2004, 2001 University of Texas System/Texas Education Agency

These materials are copyrighted © by and are the property of the Texas Education Agency and the University of Texas System and may not be reproduced or distributed without their written

permission. To obtain a license to reprint large quantities, contact [email protected].

www.texasreading.org

Activities to Implement theActivities to Implement theActivities to Implement theActivities to Implement theActivities to Implement thePrekindergarten Curriculum GuidelinesPrekindergarten Curriculum GuidelinesPrekindergarten Curriculum GuidelinesPrekindergarten Curriculum GuidelinesPrekindergarten Curriculum Guidelines

AcknowledgmentsAcknowledgmentsAcknowledgmentsAcknowledgmentsAcknowledgments

We gratefully acknowledge the support of Jim Nelson, Commissioner of Education, TexasEducation Agency, and the following individuals and agencies for their contributions to thedevelopment of this booklet. It is the result of the exceptional efforts and talents of manyindividuals and groups from around the state, including the Texas Education Agency,Education Service Center Early Childhood specialists, representatives of professionalorganizations, and preschool teachers who served on the focus groups that advised theUTCRLA team.

Focus Group MembersFocus Group MembersFocus Group MembersFocus Group MembersFocus Group MembersWe would like to offer special thanks to the focus group members and reviewers whothoughtfully provided feedback for improving this booklet’s content and presentation.

Cami Jones, Director of Early Childhood EducationDivision of Curriculum and Professional Development

Texas Education AgencyAustin, Texas

Kathy Brumley, Executive CoordinatorTexas Association for the Education of Young Children

Austin

Nell Carvell, Program DirectorHead Start Project

SMU Learning Therapy ProgramDallas

Mary Cisneros, Education SpecialistRegion IV Education Service Center

Houston

Carin Champion-Mullens, Preschool Programs forChildren with Disabilities (PPCD) teacher

Eanes Elementary, Eanes I.S.D.Austin

University of Texas Center for Reading & Language ArtsDevelopment TeamDevelopment TeamDevelopment TeamDevelopment TeamDevelopment Team

Peggy Freedson GonzálezPam Bell Morris

Melanie RossMartha Smith

Sharon VaughnDesignDesignDesignDesignDesign

Melanie RossElana Wakeman

The University of Texas at AustinThe University of Texas at AustinThe University of Texas at AustinThe University of Texas at AustinThe University of Texas at AustinCollege of EducationCollege of EducationCollege of EducationCollege of EducationCollege of Education

Manuel J. Justiz, DeanMarilyn Kameen, Associate Dean

Cynthia Chavez, Literacy LeaderYsleta Prekindergarten Center, Ysleta I.S.D.

El Paso

Nelda Estringel, Prekindergarten teacherMcAllen I.S.D.

McAllen

Susan Gunniwig, Project ManagerCIRCLE (Center for Improving the Readiness of Children for Learning and Education)

Houston

Dr. Forrest Hancock, Education SpecialistRegion XIII Education Service Center

Austin

Peggy Hamilton, Preschool Programs for Children with Disabilities (PPCD) teacherBridge Point Elementary, Eanes I.S.D.

Austin

Sonja Hollan, Education SpecialistRegion IV Education Service Center

Houston

Michelle Huffman, Curriculum CoordinatorMt. Pleasant I.S.D. Child Development Center

Mt. Pleasant

Dr. Sandra Johnson, Educational ConsultantJohnson Consulting Services

Austin

Dr. Taddie Kelly, Director of Early ChildhoodFt. Worth I.S.D.

Ft. Worth

Lisa Rogers, Education SpecialistESC Region 20

San Antonio

Al Stewart, Education SpecialistRegion X Education Service Center

Richardson

Janice Weston, Assistant PrincipalCowan Elementary, Austin I.S.D.

Austin

Acknowledgments (cont.)Acknowledgments (cont.)Acknowledgments (cont.)Acknowledgments (cont.)Acknowledgments (cont.)

Activities to Implement theActivities to Implement theActivities to Implement theActivities to Implement theActivities to Implement thePrekindergarten Curriculum GuidelinesPrekindergarten Curriculum GuidelinesPrekindergarten Curriculum GuidelinesPrekindergarten Curriculum GuidelinesPrekindergarten Curriculum Guidelines

ContentsContentsContentsContentsContents

IIIIIntroductionntroductionntroductionntroductionntroduction..........................................................................................................................................1-9

Curriculum MatrixCurriculum MatrixCurriculum MatrixCurriculum MatrixCurriculum Matrix...........................................................................................................................10-20

ActivitiesActivitiesActivitiesActivitiesActivities...........................................................................................................................................21-88

Language and Early LiteracyLanguage and Early LiteracyLanguage and Early LiteracyLanguage and Early LiteracyLanguage and Early Literacy

Extending Books .......................................................................................................................... 21Family Talk ................................................................................................................................... 22A Tasting Party ............................................................................................................................. 23Who Stole the Cookie from the Cookie Jar? ..........................................................................24-25Letter Wall ...............................................................................................................................26-27Storybook Theatre ..................................................................................................................28-29Classroom Concentration ............................................................................................................ 30Classroom Friends Lotto Game ..............................................................................................32-33Homemade Playdough ...........................................................................................................34-35I Can Go So Many Places ........................................................................................................... 36Obstacle Course .....................................................................................................................38-39Song and Poem Notebook........................................................................................................... 40

Graphing Favorite Colors............................................................................................................. 41Family Graph ............................................................................................................................... 42Who Uses This?........................................................................................................................... 43Sorting Socks ............................................................................................................................... 44These are a Few of Our Favorite Centers ................................................................................... 45Pattern-Pillars .............................................................................................................................. 46Fill-Up Station .........................................................................................................................48-49Spider Headbands ....................................................................................................................... 50Five Little Monkeys ...................................................................................................................... 51

My Special Fingerprints ..........................................................................................................53-54Color Mixing ................................................................................................................................. 55Bottles of Color ............................................................................................................................ 56No Trouble, Just Bubbles........................................................................................................58-59Melting Ice.................................................................................................................................... 60Ice Cube Painting ........................................................................................................................ 61Salt Water and Ice ....................................................................................................................... 62Flowing Water .............................................................................................................................. 63Eye Dropper Painting ..............................................................................................................64-65Hang Out to Dry ......................................................................................................................67-69Painting with Water ...................................................................................................................... 70Stir and Dissolve .......................................................................................................................... 71Sink or Float? ............................................................................................................................... 72Capturing a Web .......................................................................................................................... 73The Caterpillar Cycle ................................................................................................................... 74Toys Downhill ..........................................................................................................................76-77What Plants Need ........................................................................................................................ 78Capture a Bag of Air .................................................................................................................... 79

MathematicsMathematicsMathematicsMathematicsMathematics

ScienceScienceScienceScienceScience

ContentsContentsContentsContentsContents (cont.)(cont.)(cont.)(cont.)(cont.)

Bubble Cups ................................................................................................................................ 80See-Through Color ...................................................................................................................... 81Magnet Pick-Ups ......................................................................................................................... 82

Friendship Flower Garden ........................................................................................................... 83We Are All Alike, We Are All Different .......................................................................................... 84The More We Get Together ......................................................................................................... 85Who Stole the Cookie from the Cookie Jar? ..........................................................................86-87Construction Pictures ................................................................................................................... 88

Social Studies and MoreSocial Studies and MoreSocial Studies and MoreSocial Studies and MoreSocial Studies and More

ReferencesReferencesReferencesReferencesReferences.......................................................................................................................................89

Texas Centerfor Readingand Language Arts

1

Teaching prekindergarten is like choreography: much goes on behind the scenesbefore the classroom door opens. Planning and preparation require thoughtfuldeliberation as you make instructional and curricular decisions that include:

• designing activities that stimulate learning across content areas,

• establishing connections between classroom content and children’sexperiences to make learning relevant,

• deciding how to organize the classroom to provide learningopportunities that stimulate intellectual and social development,

• determining which activities are most effective to achieve specificlearning objectives for each child, and

• preparing creative lesson plans and making adjustments.

This booklet, Activities to Implement the Prekindergarten Curriculum Guidelines,is designed to help you incorporate the Guidelines into instructional practice byproviding suggestions for integrating learning across the curriculum in a plannedlearning environment. It is divided into:

• TTTThhhheeee IIIInnnnttttrrrroooodddduuuuccccttttiiiioooonnnn provides general information on implementing thePrekindergarten Curriculum Guidelines.

• TTTThhhheeee CCCCuuuurrrrrrrriiiiccccuuuulllluuuummmm MMMMaaaattttrrrriiiixxxx correlates the activities across the contentareas of the Guidelines.

• TTTThhhheeee AAAAccccttttiiiivvvviiiittttiiiieeeessss are organized by their primary content areas: Languageand Early Literacy, Mathematics, Science, and Social Studies andenrichment activities. The activities may be extended to other contentareas (see Curriculum Matrix).

Introduction: Activities to Implementthe Prekindergarten Curriculum Guidelines


2

Integrating Learning Across the Curriculum

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Curriculum Guidelines

The Guidelines address child development in the following areas:

In the Prekindergarten Curriculum Guidelines, a comprehensive curriculum isdescribed as one that "…helps build connections between subject matterdisciplines by organizing the large amounts of information children must learninto a set of meaningful concepts." (Texas Education Agency, 1999, p. 1)

In support of this idea, many of the activities included in this booklet can beexplored through different disciplines. One activity, for example, may lead into asecond, related activity emphasizing a different content area taken from thePrekindergarten Curriculum Guidelines. Activities are written flexibly and areintended to provide a springboard to stimulate your creative thinking.

By building multiple activities around a central theme or concept, you provideopportunities for children to apply new knowledge and skills across subjectmatter, link prior experiences to the context of the classroom, explore individualinterests, and build on their experiences.

Texas Education Agency. (1999). Prekindergarten curriculum guidelines. Austin, TX: Author.


3

Let’s consider a series of activities organized around the theme, "Circles." Tointroduce this concept, you could start by asking a riddle. Give a few clues, suchas, “I’m thinking of a special shape. This shape is special because it doesn’t haveany corners. The shape I’m thinking of is round like our clock.” Keep addingdescriptors until the shape is named. Once the children have identified the shape,then ask, “Can you see anything in our classroom that is circle-shaped?” Ifprompts are needed, ask, “Is the clock a circle? How about the buttons on Chris'shirt?" The conversation about circles is underway!

The questions activate children's prior knowledge and prepare them for the read-aloud session to follow. Verbal interactions between adults and children before,during, and after book reading can have a strong influence on children’s languageand literacy development. With this in mind, plan to incorporate effective read-aloud strategies.

Integrating Learning Across the Curriculum

A circle isa shape.

A circle isround.

At the end of 5 minutes gather the classtogether to share their results, and to recordthe children's words on a chart tablet. Laterin a smaller group setting, children drawpictures for a class-made book in which theylist facts about circles.

Adapted from: Texas Center for Reading and Language Arts. (2000a). Implementing theprekindergarten curriculum guidelines for language and early literacy: Part 1, language development.Austin, TX: Author.

• Before reading, preview the book by showing some of the pictures andeliciting comments.

• During reading, invite participation by asking questions and calling onchildren in the group. If the book is a picture book without a story line,invite children to contribute their own narration. Read other books, suchas narrative texts, from start to finish the first time through so childrenget the gist of the story.

• After reading, focus children's attention on how to apply the informationto their own lives. For example, ask the children to become "circledetectives" and find as many examples of circles as they can in 5 minutes.


4

In a carefully planned learning environment, materials are added to LearningCenters that support children’s learning through active exploration. Let’s lookat some ways that children can explore the theme of circles.

• “Creativity starters” to inspire great art work in the Art Center (collagematerials such as wagon-wheel pasta for gluing, circular templates, andcylinders of various sizes to trace)

• Funnels and jars in the Pouring Center (sand and water table)

• Hula Hoops, balls, and a circle game on the playground

• Cookbooks, biscuit cutters, playdough, and cookie sheets in the HomeCenter, with recipe cards for children to write their own recipes

• Collections of circular objects to sort and count in the Math Center (milk juglids, buttons, beads, nesting cups)

• Bubbles with different shaped wands in the Science Center and paper forrecording children’s observations (“A square wand still makes a roundbubble!”)

• Wheeled vehicles in the Block Center, along with construction paper andmagic markers to make traffic signs, and a children’s book about trafficsigns

• Shape puzzles, parquetry blocks, and beads to string in the ManipulativesCenter

• Collections of songs and nursery rhymes about shapes in the Music Center

• Carrots, bananas, and apples cut into circular shapes to assemble and eatduring snack time

• Computer games for children that allow them to draw and manipulateshapes to make pictures

Establishing a Planned Learning Environment


5

As a culminating activity at the end of the day, children write about circles intheir journals. Record children's words on their papers and ask a few children toshare their journal pages with the class.


What We Know About Circles

“This is a cookie.”“This says ‘circle’.” “My snail.”

“The sun is a circle.”

“This is me. I’m blowing bubbles.”

“Green for go and red for stop.”


6

Here are some of the objectives from the Prekindergarten Curriculum Guidelinesthat were addressed through the “circle” activities on pages 3-5.

Personal & SocialDevelopment

The child expresses interestsand self-direction in learning.

Technology

The child starts,uses, and exitssoftware programs.

Fine ArtsThe child uses a variety ofmaterials to create originalwork.

Physical Development

The child begins to participate in groupgames involving movement.

The child asks questions and makescomments related to the currenttopic of discussion.

The child attempts to use a varietyof forms of writing (e.g., lists,messages, stories).

Science

The child explores by manipulating materials with simple equipment.

Social Studies

The child shares ideas and takes turns listening and speaking.

Mathematics

The child begins to recognize,describe, and name shapes.

The child sorts objects intogroups by an attribute and beginsto explain how the grouping wasdone.

Health and Safety

The child prepares simple healthy snacks.


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7

Another level of thematic instruction is the use of a theme, or “big idea,” for

the entire school year. Organizing the curriculum around a central concept is

like giving your students a mental “closet” in which they can hang their

thoughts. Linking concepts together and consistently relating them to the

“big idea” builds structure and provides a common vocabulary for the

children in your classroom.

Let’s look at an example of the theme of "communities," with each topic of

study linked to the big idea, "Communities Share.” Use the “Communities

Share” theme to examine the different types of communities a child might

experience. For example, at the beginning of the school year, children learn

about their new classroom and school communities. They learn how to share

with others, they learn the school rules, and they begin to share who they

are with the other members of their new community. As the year progresses,

they learn about members of other, larger communities and what they have

in common with them.

Adapted from: Kameenui, E. J., Chard, D. J., & Carnine, D. W. (1996).The new school mathematics and the age-old dilemma of diversity: Cutting or untying the Gordian knot. In M. C. Pugach & C. L. Warger (Eds.), Curriculum trends, special education, and reform (pp. 94-105). New York: Teachers College Press.

I see how this all fits together!

I belong to many communities,

and we always talk about how communities share.



8


Community

NeighborhoodCommunity

GlobalCommunity

Our Water

Our Animals

Our Land

Our Air

Our Plants

Our Resources

ClassroomCommunity

My Friends

My Culture

MyTeacher

My Family

My Classroom

MyselfOur Teachers

Our Custodians

Our CafeteriaWorkers

Our Nurse

Our Principal

Our LibrarianSchool

Community

Doctor

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9

Structure the learning environment to provide stimulating, challenging materialsand activities for children that build on what they already know. The activities inthis booklet can be adapted, modified, and extended to meet the needs of thechildren you teach.

Remember: young children learn best when they are interested in what they aredoing, when they have readily available adult support, and when they areinvolved in hands-on activities.

Classroom themes should be integrated across content areas so that learning indifferent areas can occur simultaneously. Keep in mind that a cognitivelychallenging environment and curriculum are as necessary to intellectual growthand stimulation as good nutrition is to physical growth and health.

The activities that follow are designed to provide support as you strive to createthe kinds of experiences that stimulate, support, and nourish young children'slearning in the preschool years.



10

Curriculum Matrix



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dddd ggggeeee

oooo ffff LLLL

iiii tttteeee rrrr

aaaa rrrryyyy

FFFF oooorrrr mmmm

ssss(r

etel

ling

stor

y)MMMM

oooo ttttiiii vvvv

aaaa ttttiiii oooo

nnnn tttt oooo

RRRReeee aaaa

dddd &&&&

LLLLiiii ssss

tttt eeeennnn iiii

nnnn gggg CCCC

oooo mmmmpppp ....

(list

enin

g to

and

res

pond

ing

to b

ooks

)VVVV

eeee rrrrbbbb aaaa

llll EEEExxxx pppp

rrrr eeeessss ssss

iiii oooonnnn

(ret

ellin

g se

quen

ce o

f sto

ry)

FFFF iiiinnnn eeee

AAAArrrr tttt

ssss —D

ram

atic

Pla

y(r

ecre

atin

g st

orie

s)

CCCC llll aaaa

ssss ssssrrrr oooo

oooo mmmmCCCC o

ooo nnnncccc eeee

nnnn ttttrrrr aaaa

tttt iiiioooo nnnn

pppp ....3333 0000

**** LLLLeeee tttt

tttt eeeerrrr

KKKK nnnn oooo

wwwwllll eeee

dddd ggggeeee

&&&& EEEE

aaaa rrrrllll yyyy

WWWWoooo rrrr

dddd RRRR

eeee cccc....

(rec

ogni

zing

nam

es)

CCCC llll aaaa


iii ccccaaaa tttt

iiii oooonnnn

&&&& DDDD

aaaa ttttaaaa

CCCC oooo llll

llll eeeecccc tttt

iiii oooonnnn

(mat

chin

g al

ike

obje

cts)

PPPP eeeerrrr ssss

oooo nnnnaaaa llll

&&&& SSSS

oooo cccciiii aaaa

llllDDDD

eeee vvvveeee llll

oooo ppppmmmm


Soci

al D

evel

opm

ent

(sha

ring

, coo

pera

ting

ingr

oup

activ

ities

)CCCC l

lll aaaassss ssss

rrrr oooooooo mmmm

FFFF rrrriiii eeee

nnnn ddddssss

LLLL ooootttt tttt

ooooGGGG

aaaa mmmmeeee pppp ....3333 2222

---- 33333333

**** LLLLeeee tttt

tttt eeeerrrr

KKKK nnnn oooo

wwwwllll eeee

dddd ggggeeee

&&&& EEEE

aaaa rrrrllll yyyy

WWWWoooo rrrr

dddd RRRR

eeee cccc....

(rec

ogni

zing

nam

es)

PPPP hhhhoooo nnnn

oooo lllloooo gggg

iiii ccccaaaa llll

AAAAwwww

aaaa rrrreeee nnnn

eeee ssssssss

(att

endi

ng to

the

begi

nnin

g so

und

infa

mili

ar w

ords

)

NNNNuuuu mmmm

bbbb eeeerrrr ssss

&&&& OOOO

pppp eeeerrrr aaaa

tttt iiiioooo nnnn

ssss(d

evel

opin

g 1:1

cor

resp

onde

nce)

PPPP eeeerrrr ssss

oooo nnnnaaaa llll

&&&& SSSS

oooo cccciiii aaaa

llllDDDD

eeee vvvveeee llll

oooo ppppmmmm


Soci

al D

evel

opm

ent

(sha

ring

, coo

pera

ting

ingr

oup

activ

ities

)HHHH

oooo mmmmeeee mmmm

aaaa ddddeeee

PPPP llllaaaa yyyy

dddd oooouuuu gggg

hhhh

pppp ....3333 4444

---- 33335555

**** PPPPrrrr iiii

nnnn tttt &&&&

BBBBoooo oooo

kkkk AAAA

wwwwaaaa rrrr

eeee nnnneeee ssss

ssss(u

nder

stan

ding

that

diff

eren

t tex

t for

ms

are

used

for

diff

eren

t fun

ctio

ns)

LLLL eeeetttt tttt

eeee rrrr KKKK

nnnn oooowwww

llll eeeedddd gggg

eeee &&&&

EEEEaaaa rrrr

llll yyyy WWWW

oooo rrrrdddd

RRRReeee cccc

....(r

ecog

nizi

ng le

tter

s an

d fa

mili

ar w

ords

)VVVV

eeee rrrrbbbb aaaa

llll EEEExxxx pppp

rrrr eeeessss ssss

iiii oooonnnn

(ret

ellin

g re

cipe

seq

uenc

e)

NNNNuuuu mmmm

bbbb eeeerrrr ssss

&&&& OOOO

pppp eeeerrrr aaaa

tttt iiiioooo nnnn

ssss(d

evel

opin

g 1:1

cor

resp

onde

nce)

MMMMeeee aaaa

ssss uuuurrrr eeee

mmmmeeee nnnn

tttt(u

sing

tool

s to

imita

tem

easu

ring

)

SSSS cccciiii eeee

nnnn cccceeee

PPPP rrrroooo cccc

eeee ssssssss eeee

ssss(le

arni

ng th

roug

h se

nses

,pr

edic

ting,

obs

ervi

ng,

expl

orin

g)

SSSS oooocccc iiii

aaaa llll SSSS

tttt uuuudddd iiii


Indi

vidu

al,

Cultu

re, a

nd C

omm

unit

y(c

oope

ratin

g w

ith o

ther

sin

a jo

int a

ctiv

ity)

IIII CCCCaaaa nnnn

GGGGoooo

SSSS ooooMMMM

aaaa nnnnyyyy

PPPP llllaaaa cccc

eeee sssspppp ....

3333 6666

**** PPPPrrrr iiii

nnnn tttt &&&&

BBBBoooo oooo

kkkk AAAA

wwwwaaaa rrrr

eeee nnnneeee ssss

ssss(r

ecog

nizi

ng la

bels

, sig

ns, a

nd o

ther

pri

ntfo

rms

in th

e en

viro

nmen

t)

NNNNuuuu mmmm

bbbb eeeerrrr ssss

&&&& OOOO

pppp eeeerrrr aaaa

tttt iiiioooo nnnn

ssss(d

evel

opin

g 1:1

cor

resp

onde

nce)

PPPP hhhhyyyy ssss

iiii ccccaaaa llll

DDDDeeee vvvv

eeee lllloooo pppp

mmmmeeee nnnn

tttt ————Fi

ne M

otor

(usi

ng s

ciss

ors)

OOOObbbb ssss

tttt aaaacccc llll

eeeeCCCC oooo

uuuu rrrrssss eeee pppp ....3333 8888

---- 33339999

**** PPPPrrrr iiii

nnnn tttt &&&&

BBBBoooo oooo

kkkk AAAA

wwwwaaaa rrrr

eeee nnnneeee ssss

ssss(r

ecog

nizi

ng la

bels

, sig

ns, a

nd o

ther

pri

ntfo

rms

in th

e en

viro

nmen

t)

GGGGeeee oooo

mmmmeeee tttt

rrrr yyyy aaaa

nnnn dddd SSSS

pppp aaaatttt iiii

aaaa llll SSSS

eeee nnnnssss eeee

(usi

ng w

ords

that

indi

cate

whe

re th

ings

are

in s

pace

("bes

ide,

" "in

side

," "b

ehin

d,"

"abo

ve,"

"bel

ow")

PPPP hhhhyyyy ssss

iiii ccccaaaa llll

DDDDeeee vvvv

eeee lllloooo pppp

mmmmeeee nnnn

tttt ————Ph

ysic

al M

ovem

ent

(mov

ing

from

one

pla

ceto

ano

ther

in d

iffer

ent

way

s)SSSS oooo

cccc iiiiaaaa llll

SSSStttt uuuu

dddd iiiieeee ssss

————In

divi

dual

,Cu

lture

, and

Com

mun

ity

Corr

elat

ing

the

Act

ivit

ies

to A

ddit

iona

l Pre

kind

erga

rten

Cur

ricu

lum

Gui

delin

es

*ind

icat

es p

rim

ary

obje

ctiv

e fo

r th

e ac

tivi

ty

13


AAAAcccc tttt

iiii vvvviiii tttt

yyyyTTTT iiii

tttt llll eeee

LLLL aaaannnn gggg

uuuu aaaagggg eeee

aaaannnn dddd

EEEEaaaa rrrr

llll yyyy LLLL

iiii tttteeee rrrr

aaaa ccccyyyy

MMMMaaaa tttt

hhhh eeeemmmm

aaaa ttttiiii cccc

ssssSSSS cccc

iiii eeeennnn cccc

eeeeSSSS oooo

cccc iiiiaaaa llll

SSSStttt uuuu

dddd iiiieeee ssss

(((( aaaannnn dddd

mmmmoooo rrrr

eeee ))))(c

oope

ratin

g w

ith o

ther

sin

a jo

int a

ctiv

ity)

**** SSSSoooo cccc

iiii aaaallll SSSS

tttt uuuudddd iiii


Geo

grap

hy(u

sing

wor

ds to

indi

cate

loca

tion)

SSSS oooonnnn gggg

aaaannnn dddd

PPPP ooooeeee mmmm

NNNNoooo tttt

eeee bbbboooo oooo

kkkk

pppp ....4444 0

000

**** PPPPhhhh oooo

nnnn oooollll oooo

gggg iiiicccc aaaa

llll AAAAwwww

aaaa rrrreeee nnnn

eeee ssssssss

(rhy

min

g so

ngs

and

poem

s)**** PPPP

rrrr iiiinnnn tttt

aaaannnn dddd

BBBBoooo oooo

kkkk AAAA

wwwwaaaa rrrr

eeee nnnneeee ssss

ssss(a

ssoc

iatin

g sp

oken

and

wri

tten

wor

ds)

MMMMoooo tttt

iiii vvvvaaaa tttt

iiii oooonnnn

tttt oooo RRRR

eeee aaaadddd

(list

enin

g to

and

res

pond

ing

to b

ooks

)GGGG

rrrr aaaapppp hhhh

iiii nnnngggg

FFFF aaaavvvv oooo

rrrr iiiitttt eeee

CCCC oooollll oooo

rrrr ssss pppp ....4444 1

111

**** LLLLeeee tttt

tttt eeeerrrr

KKKK nnnn oooo

wwwwllll eeee

dddd ggggeeee

&&&& EEEE

aaaa rrrrllll yyyy

WWWWoooo rrrr

dddd RRRR

eeee cccc....

(rec

ogni

zing

nam

es a

nd c

olor

wor

ds)

CCCC llll aaaa


iii ccccaaaa tttt

iiii oooonnnn

&&&& DDDD

aaaa ttttaaaa

CCCC oooo llll

llll eeeecccc tttt

iiii oooonnnn

(gra

phin

g)NNNN

uuuu mmmmbbbb eeee

rrrr ssss &&&&

OOOOpppp eeee

rrrr aaaatttt iiii

oooo nnnnssss

(cou

ntin

g, c

ompa

ring

set

s)

SSSS cccciiii eeee

nnnn cccceeee

PPPP rrrroooo cccc

eeee ssssssss eeee

ssss(c

reat

ing

and

usin

g da

tach

arts

)

FFFF aaaammmm

iiii llll yyyy GGGG

rrrr aaaapppp hhhh

pppp ....4444 2

222

**** LLLLeeee tttt

tttt eeeerrrr

KKKK nnnn oooo

wwwwllll eeee

dddd ggggeeee

&&&& EEEE

aaaa rrrrllll yyyy

WWWWoooo rrrr

dddd RRRR

eeee cccc....

(rec

ogni

zing

nam

es)

CCCC llll aaaa


iii ccccaaaa tttt

iiii oooonnnn

&&&& DDDD

aaaa ttttaaaa

CCCC oooo llll

llll eeeecccc tttt

iiii oooonnnn

(gra

phin

g)NNNN

uuuu mmmmbbbb eeee

rrrr ssss &&&&

OOOOpppp eeee

rrrr aaaatttt iiii

oooo nnnnssss

(cou

ntin

g, c

ompa

ring

set

s)

SSSS cccciiii eeee

nnnn cccceeee

PPPP rrrroooo cccc

eeee ssssssss eeee

ssss(c

reat

ing

and

usin

g da

tach

arts

)

SSSS oooocccc iiii

aaaa llll SSSS

tttt uuuudddd iiii


Indi

vidu

al,

Cultu

re, a

nd C

omm

unit

y(id

entif

ying

sim

ilari

ties)

WWWWhhhh oooo

UUUUssss eeee

ssssTTTT hhhh

iiii ssss???? pppp ....

4444 3333

VVVVoooo cccc

aaaa bbbbuuuu llll

aaaa rrrryyyy

**** MMMMoooo tttt

iiii vvvvaaaa tttt

iiii oooonnnn

tttt oooo RRRR

eeee aaaadddd

&&&& LLLL

iiii sssstttt eeee

nnnn iiiinnnn gggg

CCCCoooo mmmm

pppp ....(li

sten

ing

to a

nd r

espo

ndin

g to

boo

ks)

CCCC llll aaaa


iii ccccaaaa tttt

iiii oooonnnn

&&&& DDDD

aaaa ttttaaaa

CCCC oooo llll

llll eeeecccc tttt

iiii oooonnnn

(sor

ting

obje

cts

into

gro

ups)

SSSS oooocccc iiii

aaaa llll SSSS

tttt uuuudddd iiii


Econ

omic

s(u

nder

stan

ding

rol

e of

com

mun

ity w

orke

rs)

SSSS oooorrrr tttt

iiii nnnngggg

SSSS oooocccc kkkk

ssss

pppp ....4444 4

444

VVVVoooo cccc

aaaa bbbbuuuu llll

aaaa rrrryyyy

(dev

elop

ing

voca

bula

ry: “

pair

s”)

CCCC llll aaaa


iii ccccaaaa tttt

iiii oooonnnn

&&&& DDDD

aaaa ttttaaaa

CCCC oooo llll

llll eeeecccc tttt

iiii oooonnnn

(sor

ts o

bjec

ts in

to g

roup

s,m

atch

es o

bjec

ts th

at a

re a

like)

TTTT hhhheeee ssss

eeee AAAA

rrrr eeee aaaa

FFFF eeeewwww

ooooffff OOOO

uuuu rrrrFFFF aaaa

vvvv oooorrrr iiii

tttt eeeeCCCC eeee

nnnn tttteeee rrrr

ssss pppp ....4444 5

555

PPPP rrrriiii nnnn

tttt &&&&

BBBBoooo oooo

kkkk AAAA

wwwwaaaa rrrr

eeee nnnneeee ssss

ssss(fu

nctio

ns o

f pri

nt)

DDDDeeee vvvv

eeee lllloooo pppp

iiii nnnngggg

KKKK nnnn oooo

wwwwllll eeee

dddd ggggeeee

oooo ffff LLLL

iiii tttteeee rrrr

aaaa rrrryyyy

FFFF oooorrrr mmmm

ssss(c

onne

ctin

g bo

oks

to r

eal l

ife e

xper

ienc

es)

NNNNuuuu mmmm

bbbb eeeerrrr ssss

&&&& OOOO

pppp eeeerrrr aaaa

tttt iiiioooo nnnn

ssss(c

ount

ing

and

com

pari

ng u

sing

wor

ds s

uch

as "s

ame,

” “e

qual

,""o

ne m

ore,

" "m

ore/

less

than

")CCCC l

lll aaaassss ssss

iiii ffff iiii cccc

aaaa ttttiiii oooo

nnnn &&&&

DDDDaaaa tttt

aaaa CCCC o

ooo llllllll eeee

cccc ttttiiii oooo

nnnn(c

hart

ing)

SSSS cccciiii eeee

nnnn cccceeee

PPPP rrrroooo cccc

eeee ssssssss eeee

ssss(c

reat

ing

and

usin

g da

tach

art)

SSSS oooocccc iiii

aaaa llll SSSS

tttt uuuudddd iiii


Indi

vidu

al,

Cultu

re, a

nd C

omm

unit

y(t

akin

g ot

hers

'pe

rspe

ctiv

es)

Corr

elat

ing

the

Act

ivit

ies

to A

ddit

iona

l Pre

kind

erga

rten

Cur

ricu

lum

Gui

delin

es

*ind

icat

es p

rim

ary

obje

ctiv

e fo

r th

e ac

tivi

ty

14


AAAAcccc tttt

iiii vvvviiii tttt

yyyyTTTT iiii

tttt llll eeee

LLLL aaaannnn gggg

uuuu aaaagggg eeee

aaaannnn dddd

EEEEaaaa rrrr

llll yyyy LLLL

iiii tttteeee rrrr

aaaa ccccyyyy

MMMMaaaa tttt

hhhh eeeemmmm

aaaa ttttiiii cccc

ssssSSSS cccc

iiii eeeennnn cccc

eeeeSSSS oooo

cccc iiiiaaaa llll

SSSStttt uuuu

dddd iiiieeee ssss

(((( aaaannnn dddd

mmmmoooo rrrr

eeee ))))PPPP aaaa

tttt tttteeee rrrr

nnnn ----PPPP iiii

llll llll aaaarrrr ssss pppp ....

4444 6666

MMMMoooo tttt

iiii vvvvaaaa tttt

iiii oooonnnn

tttt oooo RRRR

eeee aaaadddd ,,,,

DDDDeeee vvvv

eeee lllloooo pppp

iiii nnnngggg

KKKK nnnn oooo

wwwwllll eeee

dddd ggggeeee

oooo ffff LLLL

iiii tttteeee rrrr

aaaa rrrryyyy

FFFF oooorrrr mmmm

ssss(c

onne

ctin

g bo

oks

to r

eal l

ife e

xper

ienc

es)

PPPP aaaatttt tttt

eeee rrrrnnnn

(rec

ogni

zing

and

ext

endi

ng)

PPPP aaaatttt tttt

eeee rrrrnnnn ssss

(usi

ng p

atte

rns)

PPPP hhhhyyyy ssss

iiii ccccaaaa llll

DDDDeeee vvvv

eeee lllloooo pppp

mmmmeeee nnnn

tttt ––––

Fine

Mot

or(d

evel

opin

g pi

ncer

cont

rol)

FFFF iiiillll llll ----

UUUUpppp

SSSS ttttaaaa tttt

iiii oooonnnn

pppp ....4444 8

888---- 4444

9999

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssio

n)WWWW

rrrr iiiitttt tttt

eeee nnnn EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(u

nder

stan

ding

that

wri

ting

is u

sed

toco

mm

unic

ate

idea

s an

d in

form

atio

n)

MMMMeeee aaaa

ssss uuuurrrr eeee

mmmmeeee nnnn

tttt(fi

lling

sha

pe w

ith li

quid

, usi

ngto

ols

for

mea

suri

ng)

NNNNuuuu mmmm

bbbb eeeerrrr ssss

&&&& OOOO

pppp eeeerrrr aaaa

tttt iiiioooo nnnn

ssss(c

ount

ing,

nam

ing

how

man

y ar

ein

a g

roup

)CCCC l

lll aaaassss ssss

iiii ffff iiii cccc

aaaa ttttiiii oooo

nnnn &&&&

DDDDaaaa tttt

aaaa CCCC o

ooo llllllll eeee

cccc ttttiiii oooo

nnnn(c

hart

ing

resu

lts o

f exp

erie

nce)

SSSS cccciiii eeee

nnnn cccceeee

PPPP rrrroooo cccc

eeee ssssssss eeee

ssss(p

redi

ctin

g, e

xplo

ring

by

man

ipul

atin

g m

ater

ials

)SSSS cccc

iiii eeeennnn cccc

eeee CCCC o

ooo nnnncccc eeee

pppp ttttssss

(obs

ervi

ng a

ndde

scri

bing

pro

pert

ies

ofw

ater

)

PPPP hhhhyyyy ssss

iiii ccccaaaa llll

DDDDeeee vvvv

eeee lllloooo pppp

mmmmeeee nnnn

tttt ————Fi

ne M

otor

(pra

ctic

ing

self-

help

ski

llsth

roug

h po

urin

g ac

tivity

)

SSSS ppppiiii dddd

eeee rrrrHHHH

eeee aaaadddd bbbb

aaaa nnnndddd ssss

pppp ....5555 0000

MMMMoooo tttt

iiii vvvvaaaa tttt

iiii oooonnnn

tttt oooo RRRR

eeee aaaadddd

DDDDeeee vvvv

eeee lllloooo pppp

iiii nnnngggg

KKKK nnnn oooo

wwwwllll eeee

dddd ggggeeee

oooo ffff LLLL

iiii tttteeee rrrr

aaaa rrrryyyy

FFFF oooorrrr mmmm

ssss(r

eadi

ng s

tory

book

s an

d in

form

atio

nbo

oks)

NNNNuuuu mmmm

bbbb eeeerrrr ssss

&&&& OOOO

pppp eeeerrrr aaaa

tttt iiiioooo nnnn

ssss(c

ount

ing)

SSSS cccciiii eeee

nnnn cccceeee

CCCC oooo nnnn

cccc eeeepppp tttt

ssss(d

escr

ibin

gch

arac

teri

stic

s of

livi

ngth

ings

)SSSS cccc

iiii eeeennnn cccc

eeee PPPP rrrr

oooo cccceeee ssss

ssss eeeessss

(inve

stig

atin

g)

PPPP hhhhyyyy ssss

iiii ccccaaaa llll

DDDDeeee vvvv

eeee lllloooo pppp

mmmmeeee nnnn

tttt ————Fi

ne M

otor

(usi

ng s

ciss

ors)

FFFF iiiivvvv eeee

LLLLiiii tttt

tttt llll eeee

MMMMoooo nnnn

kkkk eeeeyyyy ssss pppp ....5555 1111

PPPP hhhhoooo nnnn

oooo lllloooo gggg

iiii ccccaaaa llll

AAAAwwww

aaaa rrrreeee nnnn

eeee ssssssss

(rhy

min

g so

ngs

and

poem

s)**** NNNN

uuuu mmmmbbbb eeee

rrrr ssss &&&&

OOOOpppp eeee

rrrr aaaatttt iiii

oooo nnnnssss

(rec

ogni

zing

zer

o)SSSS oooo

cccc iiiiaaaa llll

SSSStttt uuuu

dddd iiiieeee ssss

————In

divi

dual

,Cu

lture

, and

Com

mun

ity

(coo

pera

ting

with

oth

ers

in a

join

t act

ivity

)FFFF iiii

nnnn eeee AAAA

rrrr ttttssss —

Dra

mat

ic P

lay

(beg

ins

to e

ngag

e in

dram

atic

pla

y w

ithot

hers

)MMMM

yyyy SSSS pppp

eeee cccciiii aaaa

llllFFFF iiii

nnnn ggggeeee rrrr

pppp rrrriiii nnnn

tttt ssss

pppp ....5555 3333

---- 55554444

LLLL iiiissss tttt

eeee nnnniiii nnnn

gggg CCCC o

ooo mmmmpppp rrrr

eeee hhhheeee nnnn

ssss iiiioooo nnnn

(list

enin

g fo

r di

ffer

ent p

urpo

ses)

VVVVoooo cccc

aaaa bbbbuuuu llll

aaaa rrrryyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(g

athe

ring

info

rmat

ion

usin

g si

mpl

e to

ols,

inve

stig

atin

g, u

sing

tool

s,co

mpa

ring

)

SSSS oooocccc iiii

aaaa llll SSSS

tttt uuuudddd iiii


Indi

vidu

al,

Cultu

re, a

nd C

omm

unit

y(id

entif

ying

sim

ilari

ties)

Corr

elat

ing

the

Act

ivit

ies

to A

ddit

iona

l Pre

kind

erga

rten

Cur

ricu

lum

Gui

delin

es

*ind

icat

es p

rim

ary

obje

ctiv

e fo

r th

e ac

tivi

ty

15


AAAAcccc tttt

iiii vvvviiii tttt

yyyyTTTT iiii

tttt llll eeee

LLLL aaaannnn gggg

uuuu aaaagggg eeee

aaaannnn dddd

EEEEaaaa rrrr

llll yyyy LLLL

iiii tttteeee rrrr

aaaa ccccyyyy

MMMMaaaa tttt

hhhh eeeemmmm

aaaa ttttiiii cccc

ssssSSSS cccc

iiii eeeennnn cccc

eeeeSSSS oooo

cccc iiiiaaaa llll

SSSStttt uuuu

dddd iiiieeee ssss

(((( aaaannnn dddd

mmmmoooo rrrr

eeee ))))CCCC o

ooo lllloooo rrrr

MMMMiiii xxxx

iiii nnnngggg

pppp ....5555 5555

MMMMoooo tttt

iiii vvvvaaaa tttt

iiii oooonnnn

tttt oooo RRRR

eeee aaaadddd

DDDDeeee vvvv

eeee lllloooo pppp

iiii nnnngggg

KKKK nnnn oooo

wwwwllll eeee

dddd ggggeeee

oooo ffff LLLL

iiii tttteeee rrrr

aaaa rrrryyyy

FFFF oooorrrr mmmm

ssss(c

onne

ctin

g bo

oks

to r

eal l

ife e

xper

ienc

es)

PPPP rrrriiii nnnn

tttt &&&&

BBBBoooo oooo

kkkk AAAA

wwwwaaaa rrrr

eeee nnnneeee ssss

ssss(a

ssoc

iatin

g sp

oken

and

wri

tten

wor

ds)

VVVVoooo cccc

aaaa bbbbuuuu llll

aaaa rrrryyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(e

xplo

ring

with

sim

ple

equi

pmen

t, ob

serv

ing,

usin

g to

ols,

com

pari

ng)

BBBBoooo tttt

tttt llll eeee ssss

ooooffff

CCCC oooollll oooo

rrrr pppp ....5555 6666

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

CCCCoooo nnnn

cccc eeeepppp tttt

ssss(o

bser

ving

and

desc

ribi

ng p

rope

rtie

s of

wat

er)

SSSS cccciiii eeee

nnnn cccceeee

PPPP rrrroooo cccc

eeee ssssssss eeee

ssss(d

escr

ibin

g ob

serv

atio

ns)

PPPP hhhhyyyy ssss

iiii ccccaaaa llll

DDDDeeee vvvv

eeee lllloooo pppp

mmmmeeee nnnn

tttt ————Fi

ne M

otor

(squ

eezi

ng b

ottle

of f

ood

colo

ring

)

NNNNoooo

TTTT rrrroooo uuuu

bbbb lllleeee ,,,,

JJJJ uuuussss tttt

BBBBuuuu bbbb

bbbb lllleeee ssss

pppp ....5555 8888

---- 55559999

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(e

xplo

ring

with

sim

ple

equi

pmen

t, so

lvin

gsi

mpl

e de

sign

pro

blem

s,de

scri

bing

obs

erva

tions

)MMMM

eeee lllltttt iiii

nnnn gggg IIII cccc

eeee

pppp ....6666 0

000

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

SSSS cccciiii eeee

nnnn cccceeee

PPPP rrrroooo cccc

eeee ssssssss eeee

ssss(in

vest

igat

ing

phen

omen

a, d

escr

ibin

gob

serv

atio

ns, p

redi

ctin

gw

hat w

ill h

appe

n ne

xt)

**** SSSScccc iiii

eeee nnnncccc eeee

CCCCoooo nnnn

cccc eeeepppp tttt

ssss(o

bser

ving

and

desc

ribi

ng p

rope

rtie

s of

wat

er)

SSSS oooocccc iiii

aaaa llll SSSS

tttt uuuudddd iiii


His

tory

(und

erst

andi

ng c

ause

and

effe

ct, r

ecog

nizi

ngch

ange

s ov

er ti

me)

IIII cccceeee

CCCC uuuu bbbb

eeeePPPP aaaa

iiii nnnntttt iiii

nnnn gggg pppp ....6666 1

111

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(e

xplo

ring

with

sim

ple

equi

pmen

t, ex

plai

ning

inow

n w

ords

)

SSSS oooocccc iiii

aaaa llll SSSS

tttt uuuudddd iiii


His

tory

(und

erst

andi

ng c

ause

and

effe

ct)

Corr

elat

ing

the

Act

ivit

ies

to A

ddit

iona

l Pre

kind

erga

rten

Cur

ricu

lum

Gui

delin

es

*ind

icat

es p

rim

ary

obje

ctiv

e fo

r th

e ac

tivi

ty

16


AAAAcccc tttt

iiii vvvviiii tttt

yyyyTTTT iiii

tttt llll eeee

LLLL aaaannnn gggg

uuuu aaaagggg eeee

aaaannnn dddd

EEEEaaaa rrrr

llll yyyy LLLL

iiii tttteeee rrrr

aaaa ccccyyyy

MMMMaaaa tttt

hhhh eeeemmmm

aaaa ttttiiii cccc

ssssSSSS cccc

iiii eeeennnn cccc

eeeeSSSS oooo

cccc iiiiaaaa llll

SSSStttt uuuu

dddd iiiieeee ssss

(((( aaaannnn dddd

mmmmoooo rrrr

eeee ))))SSSS aaaa

llll tttt WWWW

aaaa tttteeee rrrr

aaaa nnnndddd

IIII cccceeee pppp ....6666 2

222

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(e

xplo

ring

with

sim

ple

equi

pmen

t, de

scri

bing

obse

rvat

ions

)

SSSS oooocccc iiii

aaaa llll SSSS

tttt uuuudddd iiii


His

tory

(und

erst

andi

ng c

ause

and

effe

ct)

PPPP hhhhyyyy ssss

iiii ccccaaaa llll

DDDDeeee vvvv

eeee lllloooo pppp

mmmmeeee nnnn

tttt ————Fi

ne M

otor

(squ

eezi

ng s

pray

bot

tle)

FFFF lllloooo wwww

iiii nnnngggg

WWWWaaaa tttt

eeee rrrr pppp ....6666 3

333

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

SSSS cccciiii eeee

nnnn cccceeee

PPPP rrrroooo cccc

eeee ssssssss eeee

ssss(d

escr

ibin

g ob

serv

atio

ns)

**** SSSScccc iiii

eeee nnnncccc eeee

CCCCoooo nnnn

cccc eeeepppp tttt

ssss(o

bser

ving

and

desc

ribi

ng p

rope

rtie

s of

wat

er)

EEEE yyyy eeee

DDDDrrrr oooo

pppp ppppeeee rrrr

PPPP aaaaiiii nnnn

tttt iiiinnnn gggg

pppp ....6666 4

444 ---- 6666

5555

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(g

athe

ring

info

rmat

ion

usin

g si

mpl

e to

ols,

desc

ribi

ng o

bser

vatio

ns)

SSSS cccciiii eeee

nnnn cccceeee

CCCC oooo nnnn

cccc eeeepppp tttt

ssss(o

bser

ving

and

desc

ribi

ng, l

earn

ing

scie

ntifi

c w

ords

)HHHH

aaaa nnnngggg

OOOOuuuu tttt

ttttoooo

DDDDrrrr yyyy

pppp ....6666 7

777 ----6666 9

999

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

CCCCoooo nnnn

cccc eeeepppp tttt

ssss(o

bser

ving

and

desc

ribi

ng p

rope

rtie

s of

wat

er,

lear

ning

sci

entif

icw

ords

)

SSSS oooocccc iiii

aaaa llll SSSS

tttt uuuudddd iiii


His

tory

(und

erst

andi

ng c

ause

and

effe

ct, r

ecog

nizi

ngch

ange

s ov

er ti

me)

PPPP aaaaiiii nnnn

tttt iiiinnnn gggg

wwwwiiii tttt

hhhhWWWW

aaaa tttteeee rrrr pppp ....

7777 0000

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

CCCCoooo nnnn

cccc eeeepppp tttt

ssss(o

bser

ving

and

desc

ribi

ng p

rope

rtie

s of

wat

er,

lear

ning

sci

entif

icw

ords

)

SSSS oooocccc iiii

aaaa llll SSSS

tttt uuuudddd iiii


His

tory

(rec

ogni

zing

cha

nges

ove

rtim

e)

Corr

elat

ing

the

Act

ivit

ies

to A

ddit

iona

l Pre

kind

erga

rten

Cur

ricu

lum

Gui

delin

es

*ind

icat

es p

rim

ary

obje

ctiv

e fo

r th

e ac

tivi

ty

17


AAAAcccc tttt

iiii vvvviiii tttt

yyyyTTTT iiii

tttt llll eeee

LLLL aaaannnn gggg

uuuu aaaagggg eeee

aaaannnn dddd

EEEEaaaa rrrr

llll yyyy LLLL

iiii tttteeee rrrr

aaaa ccccyyyy

MMMMaaaa tttt

hhhh eeeemmmm

aaaa ttttiiii cccc

ssssSSSS cccc

iiii eeeennnn cccc

eeeeSSSS oooo

cccc iiiiaaaa llll

SSSStttt uuuu

dddd iiiieeee ssss

(((( aaaannnn dddd

mmmmoooo rrrr

eeee ))))SSSS tttt

iiii rrrr aaaa

nnnn ddddDDDD

iiii ssssssss oooo

llll vvvveeee

pppp ....7777 1111

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)**** SSSS

cccc iiiieeee nnnn

cccc eeee PPPP

rrrr oooocccc eeee

ssss sssseeee ssss

(exp

lori

ng b

y m

anip

ulat

ing

mat

eria

ls, d

escr

ibin

g,le

arni

ng s

cien

tific

wor

ds,

lear

ning

thro

ugh

sens

es,

inve

stig

atin

g)SSSS iiii

nnnn kkkk oooo

rrrr FFFF llll

oooo aaaatttt ????

pppp ....7777 2222

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(p

erfo

rmin

g si

mpl

ein

vest

igat

ions

, pre

dict

ing,

obse

rvin

g, e

xpla

inin

g)CCCC a

aaa pppptttt uuuu

rrrr iiiinnnn gggg

aaaaWWWW

eeee bbbb

pppp ....7777 3333

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)**** SSSS

cccc iiiieeee nnnn

cccc eeee CCCC

oooo nnnncccc eeee

pppp ttttssss

(des

crib

ing

char

acte

rist

ics

of li

ving

thin

gs, u

sing

sen

ses

toob

serv

e an

d le

arn

abou

tor

gani

sms,

gath

erin

gin

form

atio

n)TTTT hhhh

eeeeCCCC a

aaa tttteeee rrrr

pppp iiiillll llll aaaa

rrrrCCCC yyyy

cccc lllleeee pppp ....

7777 4444

MMMMoooo tttt

iiii vvvvaaaa tttt

iiii oooonnnn

tttt oooo RRRR

eeee aaaadddd

DDDDeeee vvvv

eeee lllloooo pppp

iiii nnnngggg

KKKK nnnn oooo

wwwwllll eeee

dddd ggggeeee

oooo ffff LLLL

iiii tttteeee rrrr

aaaa rrrryyyy

FFFF oooorrrr mmmm

ssss(c

onne

ctin

g in

form

atio

n in

boo

ks to

rea

l-lif

e ex

peri

ence

s)VVVV

eeee rrrrbbbb aaaa

llll EEEExxxx pppp

rrrr eeeessss ssss

iiii oooonnnn

(ret

ellin

g se

quen

ce o

f a s

tory

)

SSSS cccciiii eeee

nnnn cccceeee

PPPP rrrroooo cccc

eeee ssssssss eeee

ssss(e

xpla

inin

g in

ow

nw

ords

)**** SSSS

cccc iiiieeee nnnn

cccc eeee CCCC

oooo nnnncccc eeee

pppp ttttssss

(usi

ng p

atte

rns

to p

redi

ctw

hat h

appe

ns n

ext)

TTTT ooooyyyy ssss

DDDDoooo wwww

nnnn hhhhiiii llll llll

pppp ....7777 6666

---- 77777777

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(e

xplo

ring

by

man

ipul

atin

g m

ater

ials

,pr

edic

ting,

inve

stig

atin

g,de

scri

bing

)

Corr

elat

ing

the

Act

ivit

ies

to A

ddit

iona

l Pre

kind

erga

rten

Cur

ricu

lum

Gui

delin

es

*ind

icat

es p

rim

ary

obje

ctiv

e fo

r th

e ac

tivi

ty

18


AAAAcccc tttt

iiii vvvviiii tttt

yyyyTTTT iiii

tttt llll eeee

LLLL aaaannnn gggg

uuuu aaaagggg eeee

aaaannnn dddd

EEEEaaaa rrrr

llll yyyy LLLL

iiii tttteeee rrrr

aaaa ccccyyyy

MMMMaaaa tttt

hhhh eeeemmmm

aaaa ttttiiii cccc

ssssSSSS cccc

iiii eeeennnn cccc

eeeeSSSS oooo

cccc iiiiaaaa llll

SSSStttt uuuu

dddd iiiieeee ssss

(((( aaaannnn dddd

mmmmoooo rrrr

eeee ))))WWWW

hhhh aaaatttt

PPPP llllaaaa nnnn

tttt ssssNNNN

eeee eeeedddd pppp ....

7777 8888

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(c

ompa

ring

org

anis

ms,

expl

aini

ng in

ow

n w

ords

)**** SSSS

cccc iiiieeee nnnn

cccc eeee CCCC

oooo nnnncccc eeee

pppp ttttssss

(iden

tifyi

ng p

lant

s as

livin

g th

ings

, obs

ervi

ngch

ange

s in

siz

e,re

cogn

izin

g th

e si

mila

rne

eds

of li

ving

thin

gs,

lear

ning

sci

entif

ic w

ords

)CCCC a

aaa pppptttt uuuu

rrrr eeee aaaa

BBBBaaaa gggg

oooo ffff AAAA

iiii rrrr pppp ....7777 9999

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)**** SSSS

cccc iiiieeee nnnn

cccc eeee PPPP

rrrr oooocccc eeee

ssss sssseeee ssss

(per

form

ing

sim

ple

inve

stig

atio

ns, d

escr

ibin

gob

serv

atio

ns, e

xpla

inin

gin

ow

n w

ords

)BBBB

uuuu bbbbbbbb llll

eeee CCCC u

uuu ppppssss

pppp ....8888

0000

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)**** SSSS

cccc iiiieeee nnnn

cccc eeee PPPP

rrrr oooocccc eeee

ssss sssseeee ssss

(per

form

ing

sim

ple

inve

stig

atio

ns, e

xplo

ring

by m

anip

ulat

ing

mat

eria

ls, s

olvi

ng s

impl

ede

sign

pro

blem

s)SSSS eeee

eeee ----TTTT hhhh

rrrr oooouuuu gggg

hhhhCCCC oooo

llll oooorrrr pppp ....

88881111

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(p

erfo

rmin

g si

mpl

ein

vest

igat

ions

,m

anip

ulat

ing

mat

eria

l)

MMMMaaaa gggg

nnnn eeeetttt

PPPP iiiicccc kkkk

----UUUU

pppp ssss

pppp ....8888

2222

VVVVeeee rrrr

bbbb aaaallll EEEE

xxxx pppprrrr eeee

ssss ssssiiii oooo

nnnn(d

iscu

ssin

g ex

peri

ence

)VVVV

oooo ccccaaaa bbbb

uuuu llllaaaa rrrr

yyyy

**** SSSScccc iiii

eeee nnnncccc eeee

PPPPrrrr oooo

cccc eeeessss ssss

eeee ssss(g

athe

ring

info

rmat

ion

usin

g si

mpl

e to

ols,

perf

orm

ing

inve

stig

atio

ns)

Corr

elat

ing

the

Act

ivit

ies

to A

ddit

iona

l Pre

kind

erga

rten

Cur

ricu

lum

Gui

delin

es

*ind

icat

es p

rim

ary

obje

ctiv

e fo

r th

e ac

tivi

ty

19


AAAAcccc tttt

iiii vvvviiii tttt

yyyyTTTT iiii

tttt llll eeee

LLLL aaaannnn gggg

uuuu aaaagggg eeee

aaaannnn dddd

EEEEaaaa rrrr

llll yyyy LLLL

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Activities to Implement thePrekindergarten Curriculum Guidelines for Language and Early Literacy


Extending BooksFamily TalkA Tasting Party Who Stole the Cookie from the Cookie Jar?Letter WallStorybook TheatreClassroom ConcentrationClassroom Friends Lotto GameHomemade PlaydoughI Can Go So Many PlacesObstacle CourseSong and Poem Notebook

Prekindergarten Curriculum Guidelines for Language and Early Literacy

Activity Title:


21

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: After reading a book to your class, have children respond by creatingan original ending to the story.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• book• writing tools such as pencils, markers, and crayons• paper

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1111.... BBBBeeeeffffoooorrrreeee rrrreeeeaaaaddddiiiinnnngggg::::

• Activate prior knowledge: Ask questions that help children relate priorexperiences to the book you’ve selected. For example, if the book is aboutrainbows, ask children, “Have you ever seen a rainbow? Turn to your neighborand take turns telling each other about seeing a rainbow.”

• Preview the book: Highlight a few illustrations from the story to preparechildren for the read-aloud. “In this story, a little boy pretends he has his veryown rainbow. Let’s take a look at some of the things he pretends to do withhis rainbow.”

• Set a purpose for listening: Provide a reason for children to listen carefully.“At the end of the story, there is a surprise in the boy’s room. I wonder whatit might be?”

2222.... DDDDuuuurrrriiiinnnngggg rrrreeeeaaaaddddiiiinnnngggg::::• Read the story from start to finish the first time through, and on subsequent

readings invite discussion. Ask questions that stimulate children’s imagination:“What do you think would have happened if…”

3333. AAAAfffftttteeeerrrr rrrreeeeaaaaddddiiiinnnngggg::::• Revisit highlights from the book by asking children to remember some of the

significant events from the story.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttyyyy::::• Ask questions that help children identify with the main character in the story

if it is a storybook. “Let’s pretend! What if you were the main character in thebook? What would you do when…?” As children answer, record their responseson a chart tablet. Encourage children to illustrate their words. Display theseillustrations next to the chart tablet to reinforce print concepts.

Motivation to Read:• The child enjoys listening to and discussing storybooks

and information books read aloud.

Extending Books


Activity Title:


22

Family Talk

Verbal Expression:• The child asks questions and makes comments related to the current

topic of discussion.

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Read a book about families. Ask children to draw a picture of theirfamily, describing each person they draw.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• book• writing tools such as pencils, markers, and crayons• paper


• Activate prior knowledge: “Think about your family. Who is in your family?”Call on a few children to share their answers with the group, and then havechildren turn to a partner to finish answering the question.

• Preview the book: Introduce children to the book you have selected by readingthe title of the book and showing the cover. Ask children to guess what theythink the book is about.

2222. DDDDuuuurrrriiiinnnngggg rrrreeeeaaaaddddiiiinnnngggg::::• Storybooks, or narratives, are best read from start to finish the first timethrough so children get the gist of the story’s sequence of events. Insubsequent readings, you can stop to ask questions and solicit comments fromthe students. Information books can be used to stimulate discussionthroughout the reading.

3333. AAAAfffftttteeeerrrr rrrreeeeaaaaddddiiiinnnngggg::::• Concept Development: Families take care of each other. Every family is unique.Some families are large and some are small. Some family members may livetogether and some may live somewhere else. Families can have mothers,fathers, sisters, brothers, grandparents, aunts and uncles, cousins, and more!

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttyyyy::::• Photographs of family members are helpful visual aids for children as theylearn to speak in front of a group and to participate in group discussions.


Activity Title:


23

A Tasting Party

Verbal Expression:• The child uses sentences of increasing length and grammatical

complexity in everyday speech.

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Host a cookie tasting party for your class and then ask children toselect their favorite cookie. Record the results on a chart tablet.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• cookies • chart tablet• markers • plates

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::• Provide several different types of cookies for the tasting party.• Cut the cookies into bite-size pieces (or provide mini-cookies) and place on a

plate.• Label each plate of cookies.• Name the types of cookie and ask the children to repeat the names.• Let each child taste the cookies, then ask which one is his or her favorite.• After the tasting party, work with a small group of four to six children to

make a chart.• Label the chart, “What is your favorite cookie?”• Ask each child the question, and record the answers on the chart tablet.• When everyone has finished answering the question, reread the chart,

tracking the print as you read.

WWWWhhhhaaaatttt iiiissss yyyyoooouuuurrrr ffffaaaavvvvoooorrrriiiitttteeee ccccooooooookkkkiiiieeee????Mae likes Oreo cookies.Rosa likes chocolate chip cookies.Peggy likes M&M cookies.Dawn likes sugar cookies.

Oreo M&MSugarChocolate Chip

Oreo

Mae Rosa Dawn Peggy

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Record the information in different formats: on charts or graphs to draw

numerical conclusions, or in sentences to emphasize print concepts andletter/early word recognition. Children can write their names; they can usetally marks; they can draw a picture of their favorite item; they can recordtheir answers into a tape recorder.

• Compare different groups of foods, including different types of crackers,fruits, or vegetables.


Activity Title:


24

Who Stole the Cookie from the Cookie Jar? (1 of 2)

Phonological Awareness:• The child begins to identify rhymes and rhyming sounds in familiar words,

participates in rhyming games, and repeats rhyming songs and poems.Letter Knowledge and Early Word Recognition:

• The child will begin to identify some high frequency words (age 4).

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: The original version of the children’s game, “Who Stole the Cookiefrom the Cookie Jar?”, is built on rhythm and pattern. As children chant theverses, they slap their knees and clap their hands. In this version, we add avisual component designed to help children recognize their names in print.Decorate pretend cookies with children’s names and place them in a cookie jar,and you’re ready to play!

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• chart tablet• pretend cookies labeled with children’s names

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::• Introduce this activity in a small group setting. After playing the game with

small groups, you can play this activity with the whole class. The teacherand group chant in unison:

• "(____) stole the cookie from the cookie jar.”• Child: "Who, me?”• Teacher and group: "Yes, you!"• Child: "Couldn't be!"• Teacher and group: "Then who?”

• That child selects the name of the next person to play by reaching in thecookie jar and reading the name on the cookie.

• Continue until all the names have been drawn and each child has had a turn.


Activity Title:


25

Who Stole the Cookie from the Cookie Jar? (2 of 2)

Maggie stole thecookie from thecookie jar!

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children will often read a class-made book again and again, especially when it is written in a familiar, predictable text and contains real photographs or pictures the children have drawn themselves. After your classlearns the chant, “Who Stole the Cookie from the Cookie Jar?”, take this opportunity to write a class book.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::For this book, each child decorates one page by either drawing a self-portraitor decorating the page with his/her photograph.

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::Add predictable text from the “cookie jar” chant on each page. For example, “Maggie stole the cookie from the cookie jar!”

Print and Book Awareness:• The child begins to recognize the association between spoken and

written words by following the print as it is read aloud.


Activity Title:


26

Letter Wall

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Early word recognition often starts with name recognition. To promoteletter identification, create a letter wall in your classroom.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• alphabet letters• wall space• children’s names

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::• Display the letters of the alphabet at children’s eye level and then write each

child’s name under the appropriate letter.

• Have children stand by the first letter of their name. For children who are justlearning to recognize their names, a picture beside "their letter" is a goodsupport.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Have children take turns reading the alphabet, touching each letter as they

name it.

• Distribute small sturdy letters (use any letter sets from your classroommaterials, such as wooden letters from a puzzle or plastic magnetic letters froma center). Ask the children to find the matching letter on the wall. Children whohave difficulty matching may be paired with a "helper" (a peer who can helpthe child find the matching letter).

Alex BeauBettie

DanielaDavid

Eric

Letter Knowledge and Early Word Recognition:• The child begins to associate the names of letters with their shapes.• The child begins to notice beginning letters in familiar words.• The child begins to identify some high-frequency words (age 4).

(1 of 2)


Activity Title:


27

Letter Wall (2 of 2)

MMMMoooorrrreeee LLLLeeeetttttttteeeerrrr WWWWaaaallllllll AAAACCCCTTTTIIIIVVVVIIIITTTTIIIIEEEESSSS::::

MMMMuuuussssiiiiccccaaaallll AAAAllllpppphhhhaaaabbbbeeeettttPlay music as the children march to the beat. Stop the music suddenly and askchildren which letter they are nearest.

MMMMaaaattttcccchhhhiiiinnnngggg GGGGaaaammmmeeeeDistribute lower-case letters and ask the children to find the correspondingupper-case letter.

BBBBeeee aaaa LLLLeeeetttttttteeeerrrr DDDDeeeetttteeeeccccttttiiiivvvveeee!!!!Give clues one at a time, and ask the children to figure out the letter you arethinking of. “Clue #1. It's on the letter wall. Clue #2. It only has straight lines, no curvy lines. Clue #3. It makes this sound: /mmmmm/ (stretch out the sound) Clue #4. It is the first letter in these names: Mark, Mary. Can you guess the letter? That's right, the letter 'M'!"

MMMMyyyysssstttteeeerrrryyyy LLLLeeeetttttttteeeerrrrPlay mystery letter games. Cover up a letter and ask the children to guess whichone is hidden.

FFFFuuuunnnn FFFFiiiinnnnggggeeeerrrr WWWWrrrriiiittttiiiinnnnggggHave the children work with a partner for this activity.Choose a letter from the Letter Wall and ask the children to write the letter usingtheir fingers instead of pencils.Have the children practice writing the letter on the carpet, and then have themtake turns writing the letter on their partner's back. Have the children say theletter aloud as they write it.

SSSSaaaabbbboooottttaaaaggggeeee!!!!Children love to catch teachers making mistakes! Pretend you don't know wherea letter goes when putting it back on the Letter Wall.

Letter Knowledge and Early Word Recognition:• The child begins to associate the names of letters with their shapes.• The child begins to notice beginning letters in familiar words.• The child begins to identify some high-frequency words (age 4).

Adapted from Cunningham, P. M., & Allington, R. L. (1999). Classrooms that work: They can allread and write. New York: Longman.


Activity Title:


28

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children learn to relate print to their lives and to their language asthey play different roles and communicate with one another to reenact the story.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• selected storybook• costumes• puppets

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Read a book aloud.

2. Collaborate with children in planning actions and assigning roles to enact the story:

• Explain what it means to pretend to be someone or something.

• Help children focus on specific elements of the story.

• Ask questions, such as:

• Summarize as your children plan: “We decided that Jana will be the mouse,and Thomas will be the boy.”

• Help children choose roles: “Who do you want to be? Which character doyou like the most?”

Storybook Theatre (1 of 2)

Developing Knowledge of Literary Forms:• The child imitates the special language in storybooks and story

dialogue, and uses it in retellings and dramatic play.

• flannel boards and figures• toys and objects

“Who is in the story?What important things happened?What will ___ do?How can we make a ____?What did --- say?Did --- know this was happening?Who speaks first?How does the story end?”


Activity Title:


29

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE ((((ccccoooonnnnttttiiiinnnnuuuueeeedddd))))::::

3. Help children enact the story and play imaginary roles.

• Encourage children to provide explanations, draw from personal experiences,and use words to describe their feelings:

“How does ____ feel? Have you ever seen a ____? Why did she do that? Why was ___so sad?”

• Provide reminders and directions:“Now, the lion roars in the polar bear’s ear.

___, you’re the lion. ___, it’s your turn.The pig speaks first, then it’s the wolf’s turn. What do you do after he leaves?How will you know when to clap your hands?”

• Model and have children repeat: “The pig says: ‘Not by the hair of my chinny chin chin.’ Now, you say it.”

• Request clarification, if necessary: “What do you mean?”

• Provide visual cues, such as pictures of major events to be enacted, puppets or a mask to show whose turn it is to speak.

4. Invite families to come to the performance or videotape it to be viewed at home.

Storybook Theatre (2 of 2)

Developing Knowledge of Literary Forms:• The child imitates the special language in storybooks and story

dialogue, and uses it in retellings and dramatic play.

Adapted from Notari-Syverson, A., O’Connor, R. E., & Vadasy, P. F. (1998).Ladders to literacy: A preschool activity book. Baltimore: Paul H. Brookes.


Activity Title:


30

Classroom Concentration

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: This is a matching and memory game designed to help childrenrecognize their own names and their classmates’ names in print

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• 2 pictures of each child in the class• glue• poster board• lamination• Mount the pictures on poster-board squares, write the child’s name under

their photo, and then laminate for durability.

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::• Play Classroom Concentration in a small group:

1. Spread the cards out, face down. 2. Each player turns over two cards at a time to find a pair that matches. 3. When a match is made, the player takes another turn. 4. Play ends when all the cards have been matched. 5. The person with the most pairs is the winner.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss:Write the first letter of the child's name on a sticky note and put it on the backof the card. The discovery that more than one name starts with the same lettermay surprise some students. Adding the sticky-note also provides support for children who have difficulty with the memory aspect of this game.

After children have learned to recognize first names, provide another set of cards without pictures.

☺Margo

☺Jules

Letter Knowledge and Early Word Recognition:• The child begins to identify some high-frequency words (age 4).

J M


Activity Title:


31


Activity Title:


32

Classroom Friends Lotto Game (1 of 2)

☺ Jorge

☺Drew

☺Kim

☺Andre

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: A teacher-made game based on the memory game, Lotto.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• multiple copies of children’s photos• game markers (such as tiles, milk jug lids,

buttons, or any other easily-handled materiallarge enough to cover a space on the game board)

Making the game boards:Take a photo of each student and make multiple copies of each. Create differentarrays of photos on the game boards so students are playing different boards, asin any lotto game.

Making the game cards:To create the Classroom Friends Lotto game cards for the “draw pile,” makeindividual photo cards with just one student’s photo and name on each one.

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::Classroom Friends Lotto can be played with a small group or in a learning centerwith teacher facilitation.

Give one game board to each child in the group, and place the game markerswhere each child can reach them. Taking turns, children draw from the draw pile,identify the photo, and read the name on the card. Everyone with that child’sphoto on his or her game board covers it with a game marker. Winner is the firstto cover all the photos on their game card.

☺Jorge

☺Diana

☺Andre

☺Kim

☺Angel

☺Drew

☺Kara

☺Tomás

FreeSpace


• glue• poster board• magic markers


Activity Title:


33

Classroom Friends Lotto Game (2 of 2)

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss ffffoooorrrr CCCCllllaaaassssssssrrrroooooooommmm FFFFrrrriiiieeeennnnddddssss LLLLoooottttttttoooo GGGGaaaammmmeeee::::Once children have learned to play the game, you can make modifications toenhance different skills.

FFFFooooccccuuuussss oooonnnn LLLLeeeetttttttteeeerrrr KKKKnnnnoooowwwwlllleeeeddddggggeeee::::

To focus on letter knowledge, cover the children’sphotographs with a sticky-note so that just thechild’s name is showing. Focus attention on thebeginning letter of the name by asking, “Let’s thinkof someone whose name begins with this letter, theletter, ‘M’.” Marco

FFFFooooccccuuuussss oooonnnn PPPPhhhhoooonnnneeeemmmmiiiicccc AAAAwwwwaaaarrrreeeennnneeeessssssss::::

Phonemic awareness activities can alsobe played with this game by making it anauditory task. Instead of showing thechild's name, draw a card and hide itfrom the children's sight. Tell them, "I'vegot a friend and his name starts with the/p/ sound. Do any of the names on yourcard start with the /p/ sound?”

I wonder who it is…

A boy whose namestarts with /p/ …

Polly? Parker? Peter?



Activity Title:


34

Homemade Playdough (1 of 2)

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY: Print concepts can be emphasized by making homemade playdough.Children learn that print can be used to label and identify objects (brand namesand ingredient labels). Print can also be used to record and sequence steps in aprocedure.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• make a large recipe chart before you begin the activity. Write each step of

the recipe and illustrate.• ingredients: flour, salt, Cream of Tartar, boiling water, oil, food coloring• equipment: measuring cups, teaspoons, bowl, large spoon, boiling water

BBBBeeeeffffoooorrrreeee CCCCooooooookkkkiiiinnnngggg::::. Review the recipe, asking children to name the ingredients.Explain the steps involved, referring to the recipe chart. Ask open-endedquestions, such as, “How are we going to make this dough?”

DDDDuuuurrrriiiinnnngggg CCCCooooooookkkkiiiinnnngggg::::Have children feel the dry ingredients and describe each one. When they’remixed together, ask them to feel them again. “Can you still feel the salt? Theflour?”

Ask predictive questions, such as, “What do you think will happen when we mixthe water and oil into the dry ingredients?” Then compare predictions with theactual results.

AAAAfffftttteeeerrrr CCCCooooooookkkkiiiinnnngggg:::: Go back to the recipe chart and ask children to findall the numerals, or a particular letter or word. Ask children to retell the recipe in their own words. Make a class recipe book with their originalrecipes.

Print and Book Awareness:• The child understands that different text forms are used

for different functions.

Adapted from: Texas Center for Reading andLanguage Arts. (2000a). Implementing theprekindergarten curriculum guidelines for language andearly literacy: Part 1, language development. Austin,TX: Author.


Activity Title:


35

Print and Book Awareness:• The child understands that different text forms are used

for different functions.

Mix 2 cups of flour,3/4 cup salt,

and 2 teaspoons Cream of Tartar.Pour 1 and 3/4 cups boiling water,

2 tablespoons oil,and several drops food coloring into the dry

ingredients.Mix and knead.

Store in airtight container.

2 cups flour

S Creamof

Tartar flour

3/4 cup salt 2 teaspoons Cream of Tartar

1 and 3/4 cups boiling water 2 tablespoons oil several drops food coloring

Mix and knead

Homemade Playdough (2 of 2)

Adapted from: Texas Center for Reading and Language Arts. (2000a). Implementing the prekindergartencurriculum guidelines for language and early literacy: Part 1, language development. Austin, TX: Author.


Activity Title:


36

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children look for pictures of places to go in newspapers andmagazines to complete the sentence starter, “I can go to _____.”

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• chart tablet• markers

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Label a chart tablet with the words “I Can Go So Many Places.”2. Ask children to think of places they go in the community, such as a

particular store or fast-food restaurant. Provide magazines and newspaper fliers for ideas, and have them clip out pictures of places they go.

3. For each destination, write a sentence starter on the chart (“I can go to _____”) and complete it by attaching a clipping to the chart paper. If children suggest other destinations for which they have no clipping, write the response on the chart paper.

4. After each response is recorded, read the sentences aloud to the children, occasionally tracking the print from left to right. Point out that the names of restaurants and stores always start with a capital letter.

5. At the end of the activity, write a concluding sentence, such as “I can go so many places!” to complete the chart.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Help children make their own book about places they have been to in their

community. Have a sentence starter on each page and a space for children topaste clippings of places.

• Have children name some of their favorite places to go. Record their ideason the chalkboard and then take a vote for each destination. Make one markfor each vote under the name of each destination. Have children add thenumber of votes for each destination to determine which one received themost votes.

• newspapers• magazines

• glue or tape• scissors

I Can Go So Many Places

Print and Book Awareness:• The child understands that print carries a message by recognizing

labels, signs, and other print forms in the environment.

Adapted from: Texas Center for Reading and Language Arts. (2000b). Implementing theprekindergarten curriculum guidelines for language and early literacy: Part 2, early literacy. Austin, TX:Author.


Activity Title:


37


Activity Title:


38

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children participate in an obstacle course, using symbols to guidethem in the appropriate sequence.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• equipment suitable for obstacle course (e.g., small slide, chairs, mini-

trampoline)• paper• markers• tape

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Begin by discussing with children how words and pictures on signs can tell about objects and give directions:

T: “Signs use words and sometimes pictures to give us information. Whatare some street signs that use pictures to tell us things?”

C: “There’s one by the street over there.”T: “What kind of picture is on the sign?”C: “It’s a person and they’re going to school.”T: “That’s right. It tells us to watch for children crossing the street when

we’re in our cars since there is a school here. Can anyone think of a signthat is red and has “S-T-O-P” printed on it?

C: “It’s a stop sign!”T: “That’s very good. It tells us we have to stop our car before we can

drive further. Now we are going to make our own signs to give usdirections for an obstacle course.”

2. Set up a classroom obstacle course that allows children to practice motor skills such as crawling, balancing, hopping.

3. Help children create a symbol for each station in the obstacle course, with written instructions for what to do at each. Write the symbol and instructions on a piece of paper and tape to each station. For example, on a chair, post a sign for “chair” with the directions “crawl under” and a drawing of an upside down arrow with a person crawling under a chair.

Print and Book Awareness:• By recognizing labels, signs, and other print forms in the

environment, the child begins to understand that printcarries a message.

Obstacle Course (1 of 2)


Activity Title:


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4. After all the signs, symbols, and directions have been put in place, make a“map” of the obstacle course on the chalkboard. Designate the order in whichthe children should do the obstacles by writing a number next to each stationon the “map.”

5. Go through each part of the course with the children, having them read andinterpret the signs, symbols, and directions. Ask children open-endedquestions about the rules of the course: “What do you do after you crawlunder the chair?” “What do you do with the trampoline?”

6. As children go through the obstacle course, remind them to read the signs. Ifneeded, provide choices, such as “Does this word say ‘hop’ or does it say‘crawl’?” You may also need to ask direct questions, such as “What is this girldoing in this picture?”

Print and Book Awareness:• The child begins to understand that print carries a message by

recognizing labels, signs, and other print forms in the environment.

Obstacle Course (2 of 2)

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Have children set up their own obstacle courses for their friends.

Encourage them to give directions using verbal and visual instructions.

• Add more equipment to the obstacle course, such as a tunnel, a beanbagchair, or a beanbag basketball.

• Extend the activity to the playground with an outdoor course: “First go tothe swings, then go to the water fountain, then go to the slide.”

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE ((((ccccoooonnnnttttiiiinnnnuuuueeeedddd))))::::



Activity Title:


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AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children put a collection of songs and poems into a class notebook they canrefer to again and again.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• chart tablet• markers• letter-size paper

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Ask children to name some of their favorite songs or poems. Record their responses

on a chart tablet. Use these to supplement classroom songs used in routines and transitions.

2. Write out the words to one song or one poem on a piece of paper. Lend support to the text by having children decorate or illustrate the page with pictures that relateto the song or poem. These can be commercially-produced materials such as pictures from a magazine, or drawings they create themselves. Insert the completedpage into a plastic page protector. Seal the top of the page protector with tape. Putthe song or poem into the binder.

3. Song and poem notebooks can be used during transition times, quiet reading time, and with friends. Encourage children to act out songs or poems on their own, such as “Head, Shoulders, Knees, and Toes.”

4. As the children learn new songs or poems, add these to the notebook. By the end of the year, your class will have a nice collection of songs and poems they learned.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Use the songs and poems to reinforce beginning letter-sound associations through

activities that draw attention to specific letters. Photocopy a page from the songnotebook and ask children to find all the words that start with the letter “b”,or tofind repetitive words on the page, for example.

• The notebook can be photocopied at the end of the year for each child.

Song and Poem Notebook

Prekindergarten Curriculum Guidelines for Language and Early LiteracyPhonological Awareness:

• The child begins to identify rhymes and rhyming sounds in familiarwords, participates in rhyming games, and repeats rhyming songs andpoems.

Print and Book Awareness:• The child begins to recognize the association between spoken and

written words by following the print as it is read aloud.

Adatped from: Petersen, D. (2000). Using transitions to promote literacy in preschool and primaryclassrooms. Young Children, 55 (4), 24-26.

• floppy 3-ring binder• plastic page protectors• tape• materials to decorate with (pictures, crayons, glue, etc.)

Activities to Implement thePrekindergarten Curriculum Guidelines

for Mathematics


Graphing Favorite ColorsFamily GraphWho Uses This?Sorting SocksThese Are a Few of Our Favorite CentersCaterpillar SnacksPattern-PillarsFill-Up StationSpider HeadbandsFive Little Monkeys


Activity Title:


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Prekindergarten Curriculum Guidelines for Mathematics

Activity Title:


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AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Introduce the concept of graphing through this simple activity.Explain that a graph is a tool that helps to organize information. Children nametheir favorite colors and then display this information on a graph.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• large piece of butcher paper or poster board to display graph data• different colored circles (red, yellow, blue, green, orange, indigo and violet)• glue stick

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Lead a class discussion on the topic of colors. Name the colors of the rainbow

and then ask each child to tell which color is their favorite. Record these responses on a chart tablet, writing the color names in color.

2. Reread the chart in small groups, asking children to find their name and read which color they said was their favorite.

3. Display the precut circles and ask children to:• choose their favorite color,• write their name on the circle,• glue it on the graph with other circles that are the

same color.

4. Provide opportunities to use the graph:• to name colors,• to recognize names in print,• to count the number in each set,• to use comparison vocabulary

(most and least, same as, more and less)

Classification and Data Collection:• The child participates in creating and using real and pictorial graphs.

RedOrangeYellowGreenBlueIndigoViolet

Favorite Colors

Graphing Favorite Colors


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Family Graph

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Classification activities provide opportunities for children to learnabout similarities and differences in groups. Read a story about families andthen create a graph to represent the families of the children in your classroom.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• book• poster board or butcher paper• markers and gluestick

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1111.... BBBBeeeeffffoooorrrreeee rrrreeeeaaaaddddiiiinnnngggg:::: Preview the book by sharing a few of the illustrations.

Count the number of family members in the book, and ask children to thinkabout their own family. “I wonder if your family has more, less, or the same number of family members as the family in this book.”. Emphasize that some families are large and have many people and some families are small and have just a few people.

2222.... DDDDuuuurrrriiiinnnngggg rrrreeeeaaaaddddiiiinnnngggg:::: Ask questions to draw children’s attention to the sharedcharacteristics of families (how families are all alike) and the varied characteristics (how families are all different).

3333. AAAAfffftttteeeerrrr rrrreeeeaaaaddddiiiinnnngggg:::: Provide markers and construction paper circles, one circle for each member of the child’s family. After children draw a face on each circle, they glue them on the graph next to their name.

4444.... UUUUssssiiiinnnngggg tttthhhheeee ggggrrrraaaapppphhhh::::• Let’s count and compare our family sizes.• Who has the most people in their family?• Are there any families that have the same number of people?

Classification and Data Collection:• The child participates in creating and using real and pictorial graphs.• The child describes similarities and differences between objects.

OOOOuuuurrrr FFFFaaaammmmiiiilllliiiieeeessss

Felipe

Sara

Tony


Activity Title:


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Who Uses This?

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Sort and classify objects into groups.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• books with pictures of objects and people using them• a collection of household items to sort into groups

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1111.... BBBBeeeeffffoooorrrreeee tttthhhheeee aaaaccccttttiiiivvvviiiittttyyyy::::

Preview the book: If the book you selected is about people at work, you might beginwith an introductory statement such as, “This book has pictures of tools and otherthings that people use. The tools are used in different jobs, by people who do that job. For example, who uses a stethoscope? That’s right, a doctor uses a stethoscope. Let’s read this book to find out more about the kinds of tools people use.” If the book you selected is about objects in the home environment, you mightplay a guessing game to preview the book. “I’m thinking of something that is usedto cook on the stove. Can you guess what I have a picture of?”

2222.... DDDDuuuurrrriiiinnnngggg rrrreeeeaaaaddddiiiinnnngggg:::: Before turning the page to find out the answer to “who uses this?”,ask children to name the object and attempt to answer the question. Extend children’s responses by adding information when appropriate; for example, if the child says, “cooker” when shown a kitchen tool, the teacher might respond: “That’sright, someone who cooks uses a rolling pin at work. We call someone who cooks ata restaurant a ‘cook’ or a ‘chef’.”

3333. AAAAfffftttteeeerrrr rrrreeeeaaaaddddiiiinnnngggg:::: Take the group of objects that you have assembled and ask childrento answer the question, “Who uses this?”

Have a variety of common household items that could be used by different members of the family, such as a baby rattle.

“Who uses this? That’s easy: a baby, of course!”“Does anyone else use this? How do they use it? A mommy may use the rattle to help a baby stop crying and a big sister may use the rattle to make the baby laugh.”

Show other objects that may be used by different family members such as a wallet,a hammer, or a set of car keys. Ask children to justify their thinking and explain why they answered the way they did.

Classification and Data Collection:• The child sorts objects into groups by attributes and begins to

explain how the grouping was done.


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Sorting Socks

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: To introduce the concept of alike and different, have childrenmatch like objects by sorting socks.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• pairs of socks of different sizes and colors

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Play a game in which children look among a group of socks to make a

pair. Ask the children to describe the matching set of socks by color and size (little blue socks) or who they might belong to in the family (baby’s socks).

2. Teach children that two objects that go together and are the same are called a pair. Ask children to help you think of other examples of pairs. Possible responses include eyes, shoes, or mittens.

3. To extend the concept of pairs, children can find examples of matching sets in the classroom.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Children can sort shoes. Play a circle game in which each child takes off one shoe and puts it in the middle of the circle. Find the matching shoe!

Classification and Data Collection:• The child matches objects that are alike.

Language and Early Literacy: Vocabulary:• The child links new learning experiences to what is already known

about a topic.


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Number and Operations:• The child counts concrete objects to five or higher.

These are a Few of Our Favorite Centers

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children begin to use counting skills as they tally up their class’s favorite things.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• poster board, chart tablet, chalkboard, or butcher paper• small pictures of each child, either photographs or self-portraits that you’ve had the

children draw in advance; print child’s name on each• writing tools such as chalk, markers, or crayons• adhesive (stickytack, tape, or gluestick)

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Introduce the activity by asking children to think about their favorite item in a group. For

example, ask children to think of their favorite learning center in your classroom. After giving them time to think, ask children to tell you their answers.

When each child has had a turn, ask children to go stand in the area of the classroom that they said is their favorite learning center. In unison, count all the children in each center.

• “1-2-3-4-5. 5 people like the Art Center the best.• 1-2-3. 3 people like the Library Center the best.• How many people like the Block Center the best? Let’s count and find out.”

Continue until all the children in each group have been counted.

3. Bring your class back together for a quick discussion. Tell the children that you want to remember what they just said, and one way to do that is to create a chart that displays theinformation. Make a chart and label it with the different choices in the category (in this example, the learning centers in the classroom). Ask children to come up to the chart one ata time and place their picture in the group they said was their favorite.

5. Ask children questions about the chart. Possible questions include:How many people liked the Library the best? How do you know?Are there any centers in our classroom that nobody likes best? How do you know? Whatnumber would I write to show how many people like the Block Center the best?

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Vary the activity by changing the categories. Some examples include: favorite food in a particular food group (what’s your favorite ice cream?), favorite color, favorite thing to do onthe playground, favorite book, etc. The information on the chart can be used by the children to tell classroom visitors about their class: “Look what we like best!”


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AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children create a pattern of different colored “caterpillars” by followinga color pattern to string beads.

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Introduce the activity saying, “Today we’re going to make caterpillars using

some different colors!” Begin by drawing a caterpillar on the chalkboard using two different colors of chalk. Draw a circle for the head, add a face and antennae, then draw circles to represent its body segments. Alternate the two colors. After repeating the pattern twice, have children guess: “Which color doyou think will be next?” Reread the pattern and include their answer.

2. Now the children are ready to make their own patterns. Say, “Now we’re going to make caterpillars with wooden beads using the same pattern.” Let eachchild have two colors of beads to string. “Let’s look at our picture. First there isyellow, then there is green. What comes after the green?” Continue to ask throughout: “Which color comes next?”

3. After completing the pattern several times so that the caterpillars are nice andlong, offer assistance in tying the end of the string or yarn. Now everyone has acaterpillar they can take home (if you used macaroni) or use for other games oractivities in the class.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Use two colors if you’re using this activity to introduce patterns. Use threecolors after children have experience with patterns.

Repeat the same activity with a different pattern using the same colors (aab, aba,abb, etc.), or add a new color to your pattern.

Different colored circles of construction paper can be cut out and glued in apattern onto a headband.

Patterns:• The children reproduce simple patterns of concrete objects.

Pattern-Pillars

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS:::: • different colored chalk and chalkboard• wooden beads or colored macaroni• lacing string


Activity Title:


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Activity Title:


48

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY::::Children predict how many cups it takes to fill a container.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• measuring cups• tubby or water table• chart tablet and markers

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::Note to teacher: Provide ample time for children to experiment with fillingcontainers before conducting this activity.

1. With a cup, a bowl, and a tub of water in front of you, ask children to tell you how to fill a container with water. "I want to fill this bowl with water. Can you tell me what to do?" Follow the children's instructions and fill the bowl with water.

2. Think aloud. "I wonder how many cups it took to fill the bowl. I guess it was about five. I want to make sure. Next time I’ll count each cup as I pour." Repeat the process of filling the bowl with water, counting as you pour.

“Hmm. I guessed five cups would fill the bowl, but it only took four. It took less than I thought.”

3. Work with a small group of children. Have each group use a tubby or water table to practice pouring cups of water into containers on their own. Help the children create a chart with a column for each container, where they can record how many cupfuls are poured into each container.

(continued)

Fill-Up Station (1 of 2)

• water• assortment of containers (various sizes and shapes)

Measurement:• The child fills a shape with solids or liquids (e.g., ice cubes, water).

Science Processes: • The child predicts what will happen next based on previous experience.

1 2 3 4

1 2

Prekindergarten Curriculum Guidelines for Mathematics and Science


Activity Title:


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(continued)

4. As the children prepare to fill another container, ask them to predict how manycups it will take to fill the container and how they arrived at that number:

T: “How many cups do you think it will take to fill this container?”C: “Ten!”T: “Why do you think it will take ten cups?”C: “Because that other bowl was ten and this one looks like it.”T: “So, it took ten cups to fill the other bowl, and you think this one may taketen also since they are about the same size and shape?”C: “Yes!”

5. Encourage the children to take turns and test their predictions. Have thechildren record their predictions and keep track of the number of cups on thechart as they are testing: "A chart can help us remember what we learned. Wecan show how many cups it takes to fill each bowl by writing the informationon a chart." To make the headings for the chart, let children trace around theircontainers.

6. When they have filled their containers, ask them, “Did you predict the correctnumber of cups?” Use “less” and “more” when you extend children’s answers.“You guess it would take three cups of water but it took five cups instead. Ittook more cups of water than you thought it would.” Discuss why theirprediction was correct or incorrect: “Why do you think it took more cups thanyou thought?”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Estimate how many cups it would take to fill much larger items, such as a

trashcan, and test the prediction.

• Experiment with materials other than water, such as pebbles, dried beans orrice, marshmallows, or birdseed.

Measurement:• The child fills a shape with solids or liquids (e.g., ice cubes, water).

Science Processes:• The child predicts what will happen next based on previous experience.

Fill-Up Station (2 of 2)

Adapted from Althouse, R. (1975). Science experiences for young children. Columbia, NY: TeachersCollege, Columbia University.

Prekindergarten Curriculum Guidelines for Mathematics and Science


Activity Title:


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Number and Operations:• Children count concrete objects to 5 or higher.

Spider Headbands

Adapted from Christenson, A., & Adler K. (1995). Insects and Spiders. Monterey, CA:Evan Moor Corporation.

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: After reading books and singing songs about spiders, children count out thecorrect number of eyes and legs to create spider headbands.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• information books about real spiders• construction paper• glue and/or stapler

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Read a book about spiders to the children. Before beginning, ask them, “I wonder how

many legs spiders have….does anyone know? Who would like to take a guess?” Do thesame for the eyes. As you’re reading, pause periodically to allow the children to countthe legs they see in the pictures, saying, “Let’s see if we can count the legs on this spider,let’s do it together…” Sing the song “The Itsy Bitsy Spider” to create more interest aboutspiders in the classroom. Ask, “How many legs did that spider use to climb up the waterspout?”

2. Have children make spider headbands they can wear in class. Help children measure astrip of construction paper around their heads to make a headband. Glue or staple theends together so it’s a snug fit. Have children cut narrow strips of construction paperand accordion-fold the pieces so they’ll stand out and wiggle. Ask children, “How manylegs do we need? We want to put the right number of legs on your headbands so welook like real spiders.” Have the strips in a central location and help the children countout loud as they select the right number of strips to take back to their seats. Helpchildren attach the legs with glue or with a stapler.

3. Children can add additional original artwork using markers or crayons to color the frontof the headband, adding details.

4. Invite the children to wear their new headbands while singing and acting out” The ItsyBitsy Spider” or doing other spider-related activities.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Did you know that most spiders have eight eyes? Children may want to add eyes totheir headbands based on this fact. They could draw, cut, color, or glue eyes onto theirheadband. Whatever material is used, be sure to ask children to count the circles outloud!

• scissors• markers or crayons


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AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: A dramatic play activity in which children count down from 5 to zero.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• masking tape• props, such as monkey ears (construction paper ears stapled to a headband),

phone, mama dress, doctor costume

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Teach the “Five Little Monkeys Jumping on the Bed” chant.

2. Have children act out the story. Using tape, designate a rectangular area of the floor as the “bed.” Select 5 children to be “monkeys, ” one child to be “Mama,” and one child to be the “Doctor.” The rest of the class is the audience and will

recite the “Five Little Monkeys” chant as the other children perform.

3. At the beginning of the play, have “Mama” count her “monkeys” as the class counts along. After each “monkey” falls off the bed, ask one of the audience members how many “monkeys” are left. Encourage “Mama” to count the remaining “monkeys” aloud before repeating the next verse.

4. After all the “monkeys” have fallen off the bed, reinforce the concept of zero by asking the class: “What number do we use to represent ‘no monkeys’ on the bed?”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Children draw a picture of the story they just acted.• Add numerals to the activity. Flannel board numerals work great. Another

option is to make a flip chart with one numeral on each page. Designate a childto be in charge of changing the numbers each time a monkey is removed.

Five Little Monkeys

Numbers and Operations:• The child will recognize and describe the concept of zero

(meaning there are none).


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for Science


My Special FingerprintsColor MixingBottles of ColorNo Trouble, Just BubblesMelting IceIce Cube PaintingSalt Water and IceFlowing WaterEye Dropper PaintingHang Out to DryPainting with Water

Stir and DissolveSink or Float?Capturing a WebThe Caterpillar CycleToys DownhillWhat Plants NeedCapture a Bag of AirBubble CupsSee-Through ColorMagnet Pick-Ups


Activity Title:


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Prekindergarten Curriculum Guidelines for Science

Activity Title:


53

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children examine their own fingerprints with a magnifying glass, thencompare their fingerprints with others to determine similarities and differences.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• washable ink stamp pads• paper• magnifying glasses, one per child• clean-up supplies

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1111.... Introduce these concepts about fingerprints:

• No two fingerprints are alike. Everyone’s fingerprints are unique and special.

• Fingerprints never change. Small ridges form on a person's hands and feetbefore they are born and do not change for as long as the person lives.

2222.... Demonstrate the process of taking a fingerprint. Use the “running commentary strategy,” explicitly describing each step as you proceed through the process. This strategy is similar to the play-by-play of the sports commentator.

3333.... Children take their fingerprints after you finish giving the demonstration.

4444.... After they wash their hands, show them how to use a magnifying glass by placing it over the fingerprint and pulling it slowly toward you. Again, the

running commentary strategy works well for this type of teaching demonstration.

5555.... Compare children’s fingerprints, commenting on similarities and differences. Describe what you see, reinforcing the concept that no two fingerprints are exactly the same. Elicit comments from the children about similarities and differences they observe between fingerprints.

Science Processes:• The child gathers information using simple tools such as a

magnifying lens and an eyedropper.• The child compares objects and organisms and identifies similarities

and differences.

My Special Fingerprints (1 of 2)


Activity Title:


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First I put the magnifyingglass on the thing I wantto look at closely.

I have a magnifyingglass.

It makes things lookbigger.

I can look at myfingerprints moreclosely when I usethe magnifyingglass.

Next I will press mythumb down on thepaper, again rolling itfrom side to side.

I’ll try hard not to smearit because then I can’tsee all the little lines thatmake my fingerprintspecial.

Now I will do this againwith each of my fingers.

I am going to take apicture of myfingerprints.

First I will put mythumb on the stamppad, rolling it from sideto side.

Then I s-l-o-w-l-ypull the magnifyingglass away fromthe object, and stopwhen it looksbigger and clearerto my eyes.

Background information for the teacher: The ridges on the hands and feet of allpersons have three characteristics (ridge endings, bifurcations, and dots) whichappear in combinations that are never repeated on the hands or feet of any twopersons.

• A ridge ending is simply the end of a ridge.• A bifurcation is a Y-shaped split of one ridge into two.• A dot is a very short ridge that looks like a "dot."

Science Processes:• The child gathers information using simple tools such as a magnifying

lens and an eyedropper.• The child compares objects and organisms and identifies similarities

and differences.

My Special Fingerprints (2 of 2)


Activity Title:


55

Color Mixing

Science Processes:• The child explores by manipulating materials with simpleequipment, (e.g., pouring from a cup, using a spoon to pick up sandor water).

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Read a book about mixing colors.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• wax paper• eye droppers• colored water


• Preview the book: “This book is about what happens when two colors becomemixed together.”

2222.... AAAAfffftttteeeerrrr rrrreeeeaaaaddddiiiinnnngggg:• Ask students to think about past experiences with color mixing. “Have you

ever noticed what happens when two colors mix together while you arepainting?”

3333. FFFFoooolllllllloooowwww----tttthhhhrrrroooouuuugggghhhh aaaaccccttttiiiivvvviiiittttyyyy::::• Work with a small group(3-6) of children at the table.• Tape a small sheet of wax paper to the table for each child in the group.• Children squeeze two drops of colored water, one blue and one yellow, on

their paper.• Provide a straw for each child to blow the drops together to form one drop.• Ask children to describe their observations.• Record their responses on a chart tablet to share with the entire class.


Activity Title:


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Science Concepts: • The child observes and describes properties of rocks, soil, and water.

Bottles of Color

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children observe food coloring diffuse into bottles of water.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• water• clear plastic soda bottles with caps• liquid food coloring

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Have children fill bottles with water, then squeeze a few drops of food

coloring into each bottle.

2. Have children replace the caps and roll each bottle across the table.Encourage them to watch closely as the color diffuses through the water:"What does the water look like now?" "What is it doing?”

3. Discuss what happened to the food coloring:T: "What happened as we rolled the bottle around?"C: "It got all blue."T: "It did get all blue, because the food color mixed with the water and

spread all around. We call that diffusion—the food color diffused into the water.”

4. Allow children to add other colors to the bottles and have them describewhat happens.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Repeat the activity using only two colors at a time to make a third color, e.g.,

yellow and blue to make green, blue and red to make purple.

• Use milk in the activity instead of water.

• table• newspaper for spills

Adapted from: Kohl, M., & Potter, J. ( 1993). Science arts: Discovering science through art. Bellingham,WA: Bright Ring Publishing.


Activity Title:


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Activity Title:


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No Trouble, Just Bubbles (1 of 2)

Science Processes: The child explores by manipulating materials with simple equipment.

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children make a bubble solution and their own tools to blow bubbles.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• small cups• spoons• liquid detergent

(preferably Dawn or Joy )

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Set out a dishpan with water and have children measure and mix in detergent and

glycerin to make bubble solution (see page 2 for recipes).

2. Help children twist pipe cleaners into a square bubble-blowing tool. Encourage them to make tools in other shapes as well.

3. Show children how to dip their tools into the dishpan and blow bubbles, then have them try it on their own.

4. As the children blow bubbles, ask them to describe what the bubbles look like and compare them to other children’s bubbles: “How do your bubbles look compared to the ones Jamie is blowing?” “Are yours bigger or smaller?”

5. After the children have had a chance to try out all the bubble blowers, engage them in discussion:

(T) “Did your bubbles all look the same or were they different?”(C) Same!(T) “That’s right, they were all round bubbles, even though some were big and

some were small. Why do you think the bubbles all came out round even though the bubble blowers were different shapes?”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Look for things around school and in magazines that can be used to blow bubbles.

Encourage children to experiment with other tools such as plastic straws, cardboardrolls, plastic containers with holes (e.g., strawberry boxes), and their own hands.

• Use bendable plastic straws as “bubble pipes.”

Adapted from: Bennett, A.T., & Kessler, J.H. (1996). Apples, bubbles, and crystals: Your science ABC’s.New York, NY: McGraw-Hill; and Faverty, R., & Javna, J. (1987). Professor bubble’s official bubblehandbook. Schenevus, NY: Greenleaf.

• glycerin• water• dishpan or other shallow pans• pipe cleaners


Activity Title:


59

1) Use ready-made bubblesolution directly from the bottle.

2) Mix one 8-ounce bottleof ready-made solutionwith:

• 1 ounce of liquiddishwashing detergent

• 6 ounces of water

• 1 ounce of glycerine

3) Mix 16 ounces of ready-madebubble solution with:

• 1 ounce of glycerine

• 1 ounce of liquid detergent

• 1 ounce of water

4) Mix:

• 1 cup Dawn liquid detergent

• 1 cup glycerine

• 4 cups water

4 different ways to make a bubble solution

Science Processes: • The child explores by manipulating materials with simple equipment.

Adapted from: Bennett, A.T., & Kessler, J.H. (1996). Apples, bubbles, and crystals: Your scienceABC’s. New York, NY: McGraw-Hill; and Faverty, R., & Javna, J. (1987). Professor bubble’sofficial bubble handbook. Schenevus, NY: Greenleaf.

No Trouble, Just Bubbles (2 of 2)


Activity Title:


60

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children wrap ice cubes in different materials and notice differencesbetween the cubes after an hour.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Wrap an ice cube using the piece of foil.2. Wrap another ice cube using the piece of paper and two rubber bands.3. Wrap the last ice cube using the piece of fabric and two rubber bands.4. Place each wrapped ice cube on its own plastic plate and set the plates next

to each other.5. Set the timer for one hour.6. When the timer rings, look at the plates and compare them. Which one has

the most water? Which one has the least water?7. Unwrap each ice cube and compare their size. Which one is biggest? Which

one is smallest?8. Engage children in a discussion about the experiment. Encourage children to

justify their thinking by asking questions that require explanation.Which ice cube melted the fastest? How can you tell?Which ice cube melted the slowest? How can you tell?What do you think happened?Why do you think it happened?

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Encourage children to make predictions about what will happen before theybegin this experiment. Record their predictions on a chart. Then compare theresults of the experiment with their predictions.

• 1 small piece of aluminum foil• 1 small piece of paper• 1 small piece of fabric

• 4 rubber bands• 3 ice cubes, all the same size• 3 small plastic plates• clock or timer

Melting Ice

Science Concepts: • The child observes and describes properties of rocks, soil, and water.

Adapted from: Bennett, A.T., & Kessler, J.H. (1996). Apples, bubbles, and crystals: Your scienceABC’s. New York, NY: McGraw-Hill.


Activity Title:


61

Ice Cube Painting

Science Processes:• The child explores by manipulating materials with simple equipment

(e.g., pouring from a cup, and using a spoon to pick up sand orwater).

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children use colored ice cubes to paint with as they melt.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• water• cups• spoons

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Do this activity when it is warm outdoors. Have children fill several cups with

water, drop a few drops of food coloring into each cup, and stir with a spoon tomix.

2. Pour each type of colored water into compartments of the ice cube trays.

3. Have the children place one craft stick into each compartment of the ice cubetrays.

4. Place the trays in the freezer until they water is frozen solid. When the wateris frozen, remove the cubes from the trays.

5. Show children how to hold the stick of the ice cubes and use it to paint on thepaper. Have the children try it and make their own paintings using a variety ofcolors.

6. As the cubes melt, ask the children to describe how the cubes look. "What dothe ice cubes look like now?" "How are they different from when they first cameout of the freezer?" Engage them in a discussion about how frozen water meltsafter it is taken out of the freezer: "What do you think is causing that tohappen?"

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Paint with the ice cubes on black paper. After the paintings are complete, putthem in the freezer for a short time until crystals form. Discuss how the wateron the picture has turned to ice again.

• craft sticks • liquid food coloring • white drawing paper

Adapted from: Kohl, M., & Potter, J. (1993). Science arts: Discovering science through art.Bellingham, WA: Bright Ring Publishing.

• plastic ice cube trays• freezer


Activity Title:


62

Salt Water & Ice


(e.g., pouring from a cup, and using a spoon to pick up sand orwater).

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children use colored salt water to create an ice sculpture.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• large chunk of ice, made prior to activity by freezing water in a large

mixing bowl• spray bottles, set on "stream"• 1/4 cup warm water and 3/4 cup salt in each bottle• funnels• liquid food coloring• baking pan large enough for ice chunk

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Place ice chunk in pan.

2. Place funnel on each bottle. Help children measure water and salt and letthem pour the water and salt into the bottles. Add food coloring.

3. Pour a cup of regular water on the ice chunk.

4. Demonstrate how to spray water from the spray bottles, and have children spray the ice chunk. Encourage them to be creative and make designs and caverns on the ice chunk. As they are spraying, ask them todescribe what the water is doing to the ice.

5. After the children have completed their ice sculpture, engage them in a discussion about melting:

"Why do you think the salt water made in the ice?" "How does it do that?"

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Repeat the activity using regular water and salt water, each with its own chunk of ice. Discuss why the two types of water have different effects onthe ice.

Adapted from: Kohl, M., & Potter, J. (1993). Science arts: Discovering science through art.Bellingham, WA: Bright Ring Publishing.


Activity Title:


63

Flowing Water

Science Concepts:• The child observes and describes properties of rocks, soil, and water.

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY::::Children will see the properties of water in action as watergoes through the holes in different containers.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• empty plastic milk jug• water• thumbtack or nail

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::Do this activity outside.

1. Poke 3-4 holes in the milk jug using the thumbtack or nail, placing some high and some low on the jug. Fill the jug with water.

2. Have children watch the jug as the water flows out in jets of different force. Ask the children to describe the water jets: “What’s happening to the water in the jug?” “What do the water jets look like?” “Why do you think that is?” Add more water to the jug as it empties to keep the water jets flowing.

3. Have children hold colanders and encourage them to observe as water is poured into them. Then, ask them, “What was different about how the water moved through the colander and the milk jug?” “ Why do you think that happens?” Do the same with a funnel and discuss the properties of water.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Allow children to pour other materials into a colander, such as soil, rice,

and marbles. Discuss why the materials do not flow as easily as water.

• On a hot day, go outside with a colander and place ice cubes in it. Watchas the ice melts, then discuss with children why the cubes initially did notgo through the holes, but later water came out.

Adapted from: Kohl, M., & Potter, J. (1993). Science arts: Discovering science through art. Bellingham,WA: Bright Ring Publishing.

• colanders• funnels• water table or sink


Activity Title:


64


lens and an eyedropper.• The child explores by manipulating materials with simple equipment (e.g.,

pouring from a cup, and using a spoon to pick up sand or water).


AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children use simple science equipment (eye dropper) as theyparticipate in an activity based on diffusion.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• shallow pan with 1 inch of water in it• tray or cookie sheet with sides• several paper or plastic cups• primary colors of tempera paint, diluted

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::• Spread newspaper where you want children to put their finished products.

• Give each child a piece of white construction paper, a cup of diluted paint, aneye dropper, and a tray for the construction paper (cookie sheet with sides).

• Have the children dip their construction paper into the water, making surethe paper gets thoroughly wet. Then have them take the paper out and placeit on their cookie sheet, making sure it lies flat.

• Demonstrate how to use an eyedropper to drop the paint onto their paper.Use a running commentary to do this: "I'm taking my eyedropper and puttingit in the colored water and squeezing it like this. Next, I stop squeezing, andwhen I do that, the colored water goes up into the eyedropper. Next, I take itout of the water and I'm ready to drop the color onto my paper. To make adrop of the colored water fall onto the paper, I squeeze the eyedroppergently.”

• Ask the children to use their eyedroppers to drop different colors onto theirwet papers and have them share their colors with another child in the group.

• eyedroppers• construction paper• newspaper

Eye Dropper Painting (1 of 2)


Activity Title:


65


lens and an eyedropper.• The child explores by manipulating materials with simple equipment (e.g.,

pouring from a cup, and using a spoon to pick up sand or water).


PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE ((((ccccoooonnnnttttiiiinnnnuuuueeeedddd))))::::• Have children talk about what they are seeing and what is happening with

the colors. Extend their language when possible. For example, if a child says,"I made purple!" you can say, "Yes, when you put a drop of red next to a dropof blue, it makes purple."

• Discuss what happened as the children were making their pictures. Forexample, you can ask, "What happened to the drop of colored water when ittouched the wet paper?" to encourage children to describe theirobservations.

• After the discussion, children place their pictures on the newspaper to dry.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Instead of eyedroppers, other things can be dipped into the paint, such as

feathers, twigs, paint brushes, or cotton swabs. Colored chalk or water-basedmarkers on wet paper also produce interesting results.

Eye Dropper Painting (2 of 2)


Activity Title:


66


Activity Title:


67

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children wash doll clothes to learn how soap and water help get things clean, andobserve them drying to learn about evaporation.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• dirty doll clothes that need washing• several small tubs or water table

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Choose a warm day to do this activity outside. Have children inspect the doll clothing for dirt

and soiled areas.

2. Demonstrate how to wash the clothes, then encourage the children to try it themselves. Asthey are washing, ask them to describe what the clothes look like and what the water lookslike. “How does the water look compared to when we first started?”

3. As you change to clean water for rinsing, have the children compare the dirty water to theclean water. Discuss why the two are different:

T: “What makes this one look different from the fresh water?”C: “It’s darker than that one.”T: “Why do you think it’s darker?’C: “It’s got stuff in it.”T: “Yes, the water helped make the dirt come off of the clothes, and now the dirt is in the

water and not in the clothes.”

4. Have children rinse the clothes, wring them out, and hang them up to dry.

5. After allowing sufficient time for the clothes to dry, ask the children to describe the clothes:“How do they feel?” “Are they still damp?”

6. Finally, discuss what happened to the water and why the clothes are no longer wet: “What doyou think happened to the water?”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Place a damp paper towel in a large clear plastic bag. Seal the bag and put it in a sunnywindow. Ask the children to speculate what will happen to the paper towel and whycondensation forms on the inside of the bag.

Hang Out to Dry (1 of 3)


Adapted from: Althouse, R., & Main, C. ( 1975). Science experiences for young children: Water. New York, NY: Teachers College Press.

• clothesline• soap and water


Activity Title:


68

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children continue to experiment with evaporation and learn aboutcondensation as they compare two batches of doll clothes that they have washed.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• dirty doll clothes that need washing• several small tubs or water table• plastic bag• clothesline• soap and water

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. After the children have washed and rinsed the doll clothes, help them wring out

the excess water. Ask the children for suggestions on where the clothes should be hung:

“Should we hang the clothes outside or inside?”“Where do you think they will dry more quickly?”

Hang some clothes inside and some outside. Ask children to explain their thinking:

“Why do you think the clothes will dry more quickly outside?”

2. Show the children the plastic bag. Ask the children whether or not they think the clothes would dry in the plastic bag:

“Do you think they will get dry in this bag?”“How can we find out?”

Place some doll clothes in the bag and seal it. Place it in a sunny location.





Activity Title:


69

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Repeat the activity on a rainy day. Ask children to investigate if wet clothes dry

faster inside or outside. Discuss possible reasons for the results (e.g., humidity,air movement, temperature).

• Using someone’s eyeglasses, show the children how a person’s breath makescondensation on the lenses. Discuss what happens as the condensationevaporates.




PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE ((((ccccoooonnnnttttiiiinnnnuuuueeeedddd))))::::3. After waiting a while, encourage children to test the dryness of all of the

clothes. Discuss their observations:

T: “How do the clothes we hung outside compare to the ones we hung inside?

C: “The outside ones feel dry. But these in the room aren’t dry yet.”T: “Why do you think the ones outside already feel dry?”C: “They were in the sun.”T: “The sun was shining on them and when that happens to the water in

the clothes, it evaporates, or goes away. Then the clothes become dry. Inside, there is no sun so they don’t get dry as fast. What aboutthe clothes in the bag? What is happening with them?”

C: “They look wet. And they feel wet too. They aren’t dry.”T: “Why do you think they are still wet? What is that on the sides of

the bag?”C: “That looks like water.”T: “You’re right. It is water. When water evaporates from clothes, it

goes into the air. But the water that evaporated in these clothes can’t escape from the bag, so it collects on the sides of the bag, like acloud. This is called condensation.”


Activity Title:


70

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children “paint “ outdoors with water to learn about how water evaporates.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• assorted inexpensive paintbrushes, various sizes• tin cans or other containers to hold water• water

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. On a warm day, take children outside and have them fill their containers with water.

2. Go to the playground or other area on school grounds appropriate for “painting” withwater.

3. Encourage children to select their own brushes and areas to “paint,” such as sidewalks,fences, pavement, or walls of the building. Ask them if they have ever “painted” withwater, and if so, have them share their experiences with the rest of the children.

4. Allow children to paint, using their water to make pictures, shapes, or whatever they choose. Ask them to describe what happens to the material they are painting: “Howdoes the fence look different from before?”

5. After the children have painted various surfaces, encourage them to play on the playground. Bring them back to the places they were painting after several minutes have passed. Discuss what happened to their paintings:

T: “What happened to your pictures?”C: “They went away.”T: “Why do you think that happened?”

6. Explain the concept of evaporation: it’s what happens when the water goes up into the air. Look at all of the surfaces the children painted. “Has the water evaporated from every place you painted, or are some of them still damp?”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• After a rain shower, take the children outside to see puddles of water. The next day, go to the same place to see if the puddles are still there or if they have evaporated.

• In the classroom, fill a cup with water and mark the water’s level on the cup as each day passes.


Painting with Water



Activity Title:


71

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children experiment with mixing various materials with water to see which onesdissolve.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• several clear jars or cups• spoon• toothpicks• water• dissolvable and non-dissolvable materials (such as table salt, granulated sugar, sugar

cubes, flour, cooking oil, powdered sugar, corn syrup or honey, baking soda, corn starch)

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Display all materials on a table and help the children identify them by their containers.

2. Allow the children to taste the materials using toothpicks. Ask them to talk about howthe materials taste alike or different.

3. Next, have children fill several jars or cups with water. Using spoons, allow each child tospoon a material into each container of water and then stir.

4. As the children are stirring the water, ask them to describe what is happening:T: “What happens when you add the table salt to the water and stir it?”C: “It went down and we couldn’t see it anymore. “T: “That’s right. When something sinks and dissolves into the water, we can’t see itanymore. What about the cooking oil?”C: “It stayed at the top and made little balls.”

5. Ask children why some of the materials dissolved and the others did not: “Why do youthink the salt disappeared but the oil stayed at the top?”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Ask children to think of other things that are typically mixed with water.

• At snack time, allow children to make their own chocolate milk by mixing chocolate syrupinto cups of milk.


(e.g., pouring from a cup, and using a spoon to pick up sand or water).

Stir and Dissolve



Activity Title:


72

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children predict which materials will sink and which will float, then drop them inwater to test their predictions.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• clear containers• Water• objects that sink (marble, paper clip, nail)• objects that float (cork, wooden tinker toy, piece of sponge)

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Divide the class into small groups, and have children fill their containers almost full

with water. Distribute objects to experiment with, or let children gather their own materials.

2. Have children predict which materials will sink or float and record their predictions on achart—one column for those that sink and one column for those that float. Label the chart with a picture next to each word.

3. Encourage children to test their predictions by dropping each object into the water.

4. After they are finished experimenting, have the children describe what happened to theobjects, using the terms “float” and “sink.”

T: “What happened to the marble?”C: “It went to the bottom.”T: “That’s right. When something sinks, it goes to the bottom of the water. And

what happened to the cork?”C: “It didn’t do anything.”T: “That’s right. It didn’t go to the bottom. It stayed on the top of the water.

That’s what we call floating.”

5. Ask children to tell why they think the floaters floated, and why the sinkers sank: “Why do you think the marble sank to the bottom?” “How is the marble different from the cork?”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Fill a clear plastic bottle with water and add glitter, crayon shavings, and tiny pebbles.

Place the lid on the bottle and swirl the bottle in one direction to make a tornadomovement. Have children observe how the items respond to the moving water.

Science Processes:• The child begins to perform simple investigations.• The child predicts what will happen next based on previous experience.

Sink or Float?


sinkfloat


Activity Title:


73

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children will learn how spiders spin their webs and use them to catch food.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• black construction paper• talcum powder• spray adhesive

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Find a spider web either outside or inside the building. Make sure there are no

spiders near the web.

2. Ask the children to describe the web: “How does the web look? What does it feel like when you touch it? Why do you think it feels sticky?” If possible, find a web that is in the process of construction and ask the children to observe how the spider is building it.

3. After demonstrating how to sprinkle talcum powder on the web, have the children take turns sprinkling the web until it is covered with powder.

4. Place the paper under the web and lift up the paper, causing the web to attach to the paper. Spray the web with spray adhesive to secure it to the paper.

5. Discuss other living things that build “traps” to catch their food, such as ant lions and carnivorous plants: “How do venus fly traps catch their food? How are they likespiders?”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Go to the library and find picture books about spiders. Compare the webs that

different spiders make and discuss how they are the same or different.

• Look for other things in the classroom and school that look like webs, such asumbrellas and hairnets, and have children describe how they look and why they aresimilar to webs.

• Have children make their own spider webs using yarn or string.

Science Concepts:• The child describes properties of objects and characteristics of

living things.

Capturing a Web

Adapted from: Brown, S.E. (1981). Bubbles, rainbows & worms: Science experiments for pre-schoolchildren. Mt. Rainier, MD: Gryphon House.


Activity Title:


74

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children begin to identify patterns and sequences byrecreating the life cycle of the caterpillar.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• pieces of butcher paper or posterboard• crayons or markers

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::BBBBeeeeffffoooorrrreeee RRRReeeeaaaaddddiiiinnnngggg:::: Introduce the concept of cycles using familiar examples (e.g., day and

night, change in seasons, chickens laying eggs). Preview the story you selected aboutcaterpillars and ask children to notice what happens to the caterpillar as the story goes along.

DDDDuuuurrrriiiinnnngggg RRRReeeeaaaaddddiiiinnnngggg:::: Read the book you selected, taking time to ask, “What do you think will happen next?” and “I wonder what will happen to the caterpillar on the next page…”

AAAAfffftttteeeerrrr RRRReeeeaaaaddddiiiinnnngggg:::: Ask questions to elicit higher-level thinking, such as, “Why didn’t it stay like a caterpillar?” and “How did this caterpillar change into a butterfly?”

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY::::Introduce the activity by saying that the children will be drawing pictures to showhow the caterpillar changes throughout the story. Separate the children into fourgroups. Give each group a large sheet of paper or a piece of poster board and somecrayons or markers. Ask each group to draw one of the stages (e.g., “Your group will bedrawing pictures of when the caterpillar was just an egg”). Encourage each child todraw his/her own (egg, butterfly, etc.) on the group’s paper.

When the groups have finished, ask the children, “Which came first in the story, theegg, the butterfly, the cocoon, or the caterpillar?” and then, “Which comes next?” Asthe class responds, have them bring the pictures to the front of the class. As eachpicture is selected, the teacher can write the children’s description of each stage abovethe drawings: “First, the caterpillar was a little egg.”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Mix the pictures up and let the children take turns putting them in the right sequence.Ask the children what stage will come next, and so on. Ask children to think of othercycles they’ve seen in nature.

Science Concepts:• The child uses patterns (such as growth and day following

night) to predict what happens next.

The Caterpillar Cycle


Activity Title:


75


Activity Title:


76

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children learn by participating in a simple investigation, thinkingabout it, and finally discussing what happened.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• flat board• wooden blocks• small objects such as beads, marbles, small balls collected from

around the classroom

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Tell children, “Let’s make a ramp.” With their help, stack blocks on the floor,

lay the top edge of the board on the blocks, and put the other end on the floor.

2. Each child selects a few of the small objects and drops them one by one at the top of the board.

3. Remind children to watch and think about what is going on as the objects roll down: “We saw that the marble ran down the board pretty fast. Let’s see what happens with a ball.”

4. Discuss what happened, expanding on children’s language:

T:“So you dropped the marble and then the ball down the board. How fast did the ball roll down the board?”C: “Fast.”T: “Was it the same or different from the marble?”

C: “Different.”T: “How was it different?”C: “It was slower.”

T: “That’s right—it was slower because it took longer to reach the bottom than the marble did.”

Toys Downhill (1 of 2)

Science Processes:• The child explores by manipulating materials with simple

equipment, and begins to perform simple investigations.



Activity Title:


77

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE ((((ccccoooonnnnttttiiiinnnnuuuueeeedddd))))::::5. Ask children to predict what they think will happen if the board’s incline is

increased or decreased and let them experiment. Then ask, “What happenedwhen the board was higher?” “How was that different from when we started?” To help them draw conclusions, ask, “What do you think caused it to be different?”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Do this activity using various boards with different textures, such as bumpyboards, boards covered in cloth or sandpaper, tile boards, etc.

Allow children to dip objects into paint before dropping them at the top of theboard, so they will make paint trails on the board.

Discuss other things that roll downhill, like rollerskates and skateboards.

Toys Downhill (2 of 2)

Science Processes:• The child explores by manipulating materials with simple

equipment, and begins to perform simple investigations.



Activity Title:


78

What Plants Need

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children will plant seeds, care for them, and observe the seedsgrowing.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• two clay pots• potting soil• grass seeds• mister bottle filled with water

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE:::: Work with small groups to provide opportunities for childrento be actively involved in the process.

1. Fill each pot with potting soil.2. Sprinkle grass seeds in a thin layer on top of the soil in each pot3. Cover the seeds with a thin layer of potting soil.4. Mist the soil in each pot with water.5. Place one pot in a sunny window, and the other in a closet.6. Each day, allow one child to mist the pots with water. Ask the class to predict what they think will happen to the seeds.7. Watch for signs of growth each day. Ask children, “What usually happens when seeds get sunshine and water?”8. After one week, take the two pots out and place them side by side on a table. Ask the children to compare the two pots and describe how they look: “How does it look?” Then ask them, “How are the two pots different?” “How are they the same?”

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Teach the scientific term germination: the word we use to talk about

when seeds sprout and begin to grow.• Record children’s responses to the experiment, including their predictions

and the actual results.• Measure the growth of the plants using non-standard measurement tools

such as popsicle sticks or Legos. Record children’s observations on a chartor calendar.

Science Processes:• The child compares organisms and identifies similarities and differences.Science Concepts:• The child identifies plants as living things.• The child begins to observe changes in size.



Activity Title:


79

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children trap air in a plastic bag and place a book on top of it.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• plastic bag with twist tie• book or other slightly heavy flat object

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Ask children how they can fill up a plastic bag with air, but not by blowing into the bag

because that could be dangerous. Ideas children may suggest include holding themopen and running with the bag, letting a fan blow air into it, or holding the bag openwhile spinning around. Let the children experiment with different ways to capture a bagof air. Help children close their bag with a twist tie.

2. After all the bags are full of air, place them on the floor or a low table. Encouragechildren to experiment by placing books or other flat objects on top of the bags.

3. Discuss what happened to the bags of air:T: "What happened as air got into the bags?"C: "They got bigger and fatter."T: "Why do you think that happened?"C: "The air went in the bag."T: "That's right. When air goes into a plastic bag, it fills up space inside the bag. We

can't see the air, but we know it's in there since the bag got larger. How is it that when you put a book on top of the bag, it didn't make the bag flat?"C: "Because the air was trapped inside and couldn't get out."T: "You're right. Since we sealed the bags using the twist ties, the air couldn't get out of the bag and it acted like a cushion for the book."

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Repeat the activity with balloons. Discuss with children the difference between how

balloons and bags inflate (e.g., balloons are flexible, bags are not). Discuss what happenswhen helium is used to fill balloons.

• Encourage children to experiment with bouncing two basketballs—one properly inflatedand the other under-inflated. Ask them to suggest reasons for the difference in bounce.

Science Processes: • The child begins to perform simple observations.

Capture a Bag of Air

Adapted from: Williams, R.L. (1987). Investigating science: Matter & energy. Huntington Beach, CA:Creative Teaching Press.


Activity Title:


80

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children make bubble blowers using paper or Styrofoam cups and straws.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• 1 paper or Styrofoam cup per child• pencil• several straws per child• a few shallow pans• bubble solution (liquid dish soap, glycerine, water)

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Mix the bubble solution:

• 1 to 2 tablespoons liquid dish soap• 1/4 cup glycerine• 2 cups water

2. Pour bubble solution into the shallow pans.3. Using a pencil point, make a hole in the side of each cup about one inch from the

bottom.4. Demonstrate how to place the straw into the hole in the cup, then have the

children put the straws into their cups.5. Encourage the children to dip the open end of their cups in the bubble solution.6. Have the children hold their cups upside-down and blow air slowly through the

straws in the cups. Also encourage them to try blowing bubbles while holding their cups right side up. Discuss with them how their bubbles differ in size or appearance.

7. After the children have had plenty of time to experiment with blowing various sized bubbles, ask them, "What makes the bubbles get bigger?" "What makes the bubbles get smaller?" "How can you get air out of your bubble?"

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::Repeat the activity using other bubble blowing tools, such as slotted spoons or wire frames made from coat hangers.

Bubble Cups

Science Processes: • The child begins to perform simple investigations.

Adapted from: Westley, J. (1988). Water and ice. In Windows on science: Active learningfor young children. Sunnyvale, CA: Creative Publications.


Activity Title:


81

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children experiment with transparency film and overhead projectorsto learn about transparency.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• overhead projector• transparency film• colored markers

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Using the markers, draw on the transparency film. Encourage children to make

their own drawings on a sheet of transparency film.

2. Place a transparency film with drawings on the overhead projector.

3. Turn the projector on and point out the drawing being projected on the wall.Ask the children to describe what their drawings look like on the transparencyfilm and then after it is placed on the projector:

T: “How does your drawing look different after it is put on the projector?”C: “It’s bigger!”T: “Why do you think it’s bigger?’C: “It’s on the wall.”T: “You’re right. When we put it on the projector, the light from theprojector goes through the drawing and makes a bigger one on the wall.”When light can shine through something, we say it is transparent. Yourdrawings are transparent.”

4. Encourage children to experiment with more markers and paint to see whichones are transparent.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss:• Have children experiment with shapes cut from construction paper, cellophane,

and colored tissue paper to find out which ones are transparent.

• Encourage children to look around the room for other things that let lightshine through them (e.g., jars, windows, tape).

Science Processes:• The child begins to perform simple investigations.


See-Through Color

• paints and brushes• darkened room


Activity Title:


82

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children experiment with magnets to see what they will pick up.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• variety of magnets• magnetic items (paper clips, metal screws, big nails)• non-magnetic items (plastic objects, crayons, aluminum toy dishes)

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. Display an assortment of items on a table or floor, including magnetic as well

as non-magnetic items.

2. Allow children to investigate and explore the items by using magnets.

3. As they are exploring, ask them about items that can be picked up with a magnet and discuss possible reasons:

T: “Can you pick up a crayon with a magnet?”C: “I don’t know.”T: “How can you find out?”C: “Put the magnet on it.”T: “And what happens when you do that?”C: “It didn’t work. It picked up the paper clip.”T: “It did pick up the paper clip and the nails. Why do you think thathappened? How are the paper clip and nails alike?”C: “They’re small.”T: “They are small, but they also have iron in them. Magnets only pick upmetal objects that have iron in them.”

4. Add more items to the assortment and encourage children to continue exploring, using a variety of magnets.

EEEExxxxtttteeeennnnddddiiiinnnngggg AAAAccccttttiiiivvvviiiittttiiiieeeessss::::• Have children go around the classroom and test whether or not magnets can

pick up other items.

Magnet Pick-Ups

Science Processes:• The child gathers information using simple tools such as a

magnifying lens and an eyedropper.

Adapted from: Althouse, R., & Main, C. ( 1975). Science experiences for young children: Magnets. NewYork, NY: Teachers College Press.


for Social Studies and More


Friendship Flower GardenWe Are All Alike,

We Are All DifferentThe More We Get TogetherWho Stole the Cookie

from the Cookie Jar?Construction Pictures

Prekindergarten Curriculum Guidelines for Social Studies

Activity Title:


83

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children work with a friend to make a handprint picture.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• paint smocks• paint• paper• clean-up supplies

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1111.... Introduce this activity by reading books related to the activity. These include

books that focus on body awareness, friendship, or flower gardens.

2222.... Say, “Today we are going to work together in groups of two to make a special kind of garden. This special garden is called a ‘Friendship Garden,’ and your handprints will be the beautiful flowers.”

3333.... Choose a student to help demonstrate the activity:• Put on your paint smocks.• Ask the student to paint the palm of your hand and all your fingers.• Carefully place your hand on the paper to make a handprint.• After washing your hands, draw a stem and leaves under the handprint.• Now paint your student’s hand. Repeat the procedure.

4444.... This activity can be set up in the Art Center or outside. Just make sure there is a convenient place to wash hands afterward.

5555.... When the handprints are dry, children can write their names and add additional details to their pictures. When the entire class has completed the activity, display the completed “Friendship Garden.”

• The child cooperates with others in a joint activity.Individual, Culture, and Community:

Friendship Flower Garden


Activity Title:


84

We Are All Alike, We Are All Different

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Children examine their faces in a hand mirror and take turns describingthemselves. Then they draw a self-portrait in shaving cream which has been tintedto match their skin color.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• hand mirror• shaving cream• multicultural paints (readily available from most teacher supply catalogues)• clean-up supplies

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1111.... Read a book that highlights the many different colors of people’s skin. Tell the

children that they will have a chance to experiment with some colors to see if they can match their own skin color.

2222.... After reading the book, pass around a hand mirror and ask students to look at themselves and describe what they see. Ask them to consider ways in which they are the same as each other (“we all have -- ”) and how they are different (“some of us have -- and others have --.”)

3333.... Squirt a blob of shaving cream onto the table and add multicultural paint to the shaving cream, to closely match the color of your skin. Repeat the activity, this time with the children’s participation. After drawing their self-portraits, they can help clean up with sponges and paper towels.

• The child identifies similarities among people likehim/herself and classmates as well as among him/herselfand people from other cultures.

Individual, Culture, and Community:


Activity Title:


85

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: Teaching the social skills from the Prekindergarten Curriculum Guidelinesinvolves a great deal of adult modeling and role-playing. To help children learn theseskills, create games and activities that build on everyone’s participation and cooperation.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• books, songs, and games which foster cooperation

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. After reading your class a story in which cooperation is a theme, follow through with

a discussion. To elicit conversation about the book, ask open-ended questions thatencourage children to elaborate on their own ideas and communicate these ideas toothers.

• “How do you think ____ feels when…?”• “What part did you like the most? Why?”• “How did you feel when (insert events from the story)?”

2. After discussing children’s responses to the story, discuss the theme of cooperation.• “What happened because ____ worked together?”• “What could have happened if they didn’t cooperate?”

3. Follow-through activity: have all the children participate in a group song thatsupports cooperative skills, such as “The More We Get Together.” Let children makeup new verses, such as,

“The More We Work Together”“The More We Play Together,”“The More We Laugh Together,” or“The More We Read Together,The Happier We’ll Be.”

4. When you are finished, review new vocabulary and concepts introduced in the book.

The More We Get Together

• The child cooperates with others in a joint activity.

Individual, Culture, and Community:


Activity Title:


86

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY:::: After children build constructions, they learn that writing and drawingcan be used to record information.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS::::• building blocks• paper• markers• crayons

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE::::1. After children build constructions, compliment and encourage them to make a

record of their accomplishments before they tear them apart: “I can see that youhave really worked hard building a house. Let’s draw a picture of it before you put the blocks away so we’ll remember what it looks like.”

2. Children draw, label, and write the name of the construction on a sheet of paper.

• With the child, model by drawing a picture of the construction and explaineach step: “First, I am drawing the blocks that make up the bottom of thecastle.”

• Assist children in choosing relevant aspects to record and suggeststrategies for accurate drawing: “How tall is your castle? Count the blocks.Does that help you know how high you should draw it?”

• Give verbal suggestions to help children draw: “ How about drawing thedoor here beside the window?”

• Encourage children to talk aloud to help guide and revise their drawings:“Tell me how you are drawing the roof. What’s this?”

Construction Pictures (1 of 2)

Geography:• The child creates simple representations of home, school, or

community through drawings or block constructions.• The child begins to use words to indicate relative location.


Activity Title:


87

PPPPRRRROOOOCCCCEEEEDDDDUUUURRRREEEE ((((ccccoooonnnnttttiiiinnnnuuuueeeedddd))))::::• Help children make comparisons between the three-dimensional object

and their drawing: “Is the boat taller than the lighthouse? Which istaller in your picture? ”When more support is needed, ask children todescribe the drawing and give you advice about what to draw and howto draw it: “What do I draw now? How high should it be? Where doesthe chimney go?”

• Assist the child in labeling the picture: “What do you want to writeabout your drawing?”

• Encourage the use of invented spelling and letters sounds to writewords: “What’s the first letter in the word, garage?

3. Have children write their names to sign their drawings.

VVVVaaaarrrriiiiaaaattttiiiioooonnnn:::: Videotape or photograph constructions.

Construction Pictures (2 of 2)

Geography:• The child creates simple representations of home, school, or

community through drawings or block constructions.• The child begins to use words to indicate relative location.


Prekindergarten Curriculum Guidelines for Fine Arts

Activity Title:


88

Who Stole the Cookie from the Cookie Jar?

Oreo cookies: two black circles with a larger whitecircle glued in the middle. Some children may print theword OREO on their cookie if encouraged to do so.

Sugar cookies: a tan circle sprinkled with white glitter. Fine-grade sandpaper may be substituted for construction paper.

Chocolate chip cookies: a brown or tan circle decorated withscented markers or brown sticky dots for the chocolate chips.

M&M cookies: a tan circle decorated with colorful sticky dotsfor the M&M’s.

AAAArrrrtttt• The child uses a variety of materials (e.g., crayons, paint, clay,

markers) to create original work.• The child uses different colors, surface textures, and shapes

to create form and meaning.

AAAACCCCTTTTIIIIVVVVIIIITTTTYYYY: Children make a pretend cookie by cutting out a circle shapefrom a piece of construction paper and adding decorations to representtheir favorite cookie.

MMMMAAAATTTTEEEERRRRIIIIAAAALLLLSSSS:• different colors of construction paper to represent the color of the child’s

favorite cookie• round objects for tracing, such as coffee cans or circular templates• glue stick, colored sticky dots (from office supply store), scented markers,

white glitter

89Texas Centerfor Readingand Language Arts

RRRReeeeffffeeeerrrreeeennnncccceeeessss

Althouse, R., & Main, C. (1975a). Science experiences for young children: Air. New York:Teachers College Press.

Althouse, R., & Main, C. (1975b). Science experiences for young children: Magnets. NewYork: Teachers College Press.

Althouse, R., & Main, C. (1975c). Science experiences for young children: Water. New York:Teachers College Press.

Bennett, A.T., & Kessler, J.H. (1996). Apples, bubbles, and crystals: Your science ABC’s.New York: McGraw-Hill.

Brown, S.E. (1981). Bubbles, rainbows & worms: Science experiments for pre-schoolchildren. Mt. Rainier, MD: Gryphon.

Christenson, A., & Adler, K. (1995). Insects and spiders. Monterey, CA: Evan Moor.

Cunningham, P. M., & Allington, R. L. (1999). Classrooms that work: They can all read andwrite. New York: Longman.

Faverty, R., & Javna, J. (1987). Professor Bubble’s official bubble handbook. Schenevus,NY: Greenleaf.

Glatz, P. J. (1988). Culinary caterpillars. The Mailbox, 4(2), 26.

Kameenui, E. J., Chard, D. J., & Carnine, D. W. (1996). The new school mathematics and theage-old dilemma of diversity: Cutting or untying the Gordian knot. In M. C. Pugach &C. L. Warger (Eds.), Curriculum trends, special education, and reform (pp. 94-105). NewYork: Teachers College Press.

Kohl, M., & Potter, J. (1993). Science arts: Discovering science through art. Bellingham,WA: Bright Ring.

Notari-Syverson, A., O’Connor, R. E., & Vadasy, P. F. (1998). Ladders to literacy: Apreschool activity book. Baltimore: Paul H. Brookes.

Petersen, D. (2000). Using transitions to promote literacy in preschool and primaryclassrooms. Young Children, 55 (4), 24-26.

90Texas Centerfor Readingand Language Arts

RRRReeeeffffeeeerrrreeeennnncccceeeessss ((((ccccoooonnnntttt....))))

University of Texas Center for Reading and Language Arts. (2000a). Implementing the prekindergarten curriculum guidelines for language and early literacy: Part 1, language development. Austin, TX: Author.

University of Texas Center for Reading and Language Arts. (2000b). Implementing the prekindergarten curriculum guidelines for language and early literacy: Part 2, early literacy. Austin, TX: Author.

Williams, R. L. (1987). Investigating science: Matter & energy. Huntington Beach, CA:Creative Teaching Press.

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Activities to Implement the Prekindergarten Curriculum ... · This booklet, Activities to Implement the Prekindergarten Curriculum Guidelines, ... enrichment activities. The activities