prekprograms.cmswiki.wikispaces.netprekprograms.cmswiki.wikispaces.net/file/view... · Web viewCharlotte-Mecklenburg Schools and CMS Pre-K Programs envisions technology as a resource

Charlotte-Mecklenburg SchoolsPre-K Programs

“Technology Guide for OWL”

Designed by the: 2014-2015 Pre-K Technology Team

Members of the Technology Team

Tracy Thiery - Pre-K Specialist Cheryl Mandle - Pre-K Literacy Facilitator

Lori Marais - Pre-K Literacy FacilitatorTina McClanahan - Pre-K Literacy FacilitatorKathleen Coleman - Pre-K Literacy Facilitator

Chris Mathis - Pre-K Literacy SupportRian Schill - Pre-K Literacy Support

Katie Coffey - Pre-K Literacy SupportJanet Green - Pre-K Literacy Support

Michelle Elkins - Pre-K Literacy SupportGina Gilcher - Pre-K Literacy Support

Desiree Gabe - Walter G. Byers ElementaryPatrice Joynes - Albemarle Road Elementary

Amy Lord - Pinewood ElementaryMartha Huxster - Rama Road Elementary

Sonya Cornelius - Hickory Grove ElementaryNIcole Massey - Lake Wylie Elementary

Katie Nigra - Sterling ElementaryShawnna Miller - Winget Park ElementaryMarsha Roberts - Winget Park Elementary

Marlene Pitts - Winget Park ElementaryShinay Joye-Moore - Hickory Grove Elementary

Connie Danna - Lebanon Road ElementaryMarisa Lewis - Windsor Park Elementary

StatementCharlotte-Mecklenburg School Pre-K Programs: Technology

Charlotte-Mecklenburg Schools and CMS Pre-K Programs envisions technology as a resource for learning and teaching that fosters a digital learning environment focused on meeting individual student needs. This environment enables students to develop the skills and knowledge they need to learn effectively and live productively in an increasingly global and digital world. The "classroom" should be a place of learning focused on creativity, innovation, agility and higher level thinking skills (Teacher Evaluation Instrument Standard IVd). The use of technology should be guided with adult assistance.

Technology Screen Time

The term “passive media” is often used by proponents of new technologies in early childhood settings to describe media that children watch, such as television and videos.

“Active media” describes devices such as touch screens that allow children to influence what’s on the screen.

tape recorderspicture cuesCD playersiPods/MPV playerscamerasSkype/Facetime (communication device)

computer monitoriPad/TabletTVVideo’s (YouTube, etc.)hand held video gamesDVDSmart Phones

American Academy of Pediatrics, THE American Public Health Association, and THE National Resource Center for Health and Safety in Childcare and Early Education recommended the following guidelines for screen time in early care and early education settings:.

● during meal or snack time, TV, video, or DVD viewing should not be allowed.● computer use should be limited to no more than 15-minute increments, except for

children who require and consistently use assistive and adaptive computer technology.● any screen media used should be free of advertising and brand placement. TV

programs, DVD, and computer games should be reviewed and evaluated before participation of the children to ensure that advertising and brand placement are not present.

In addition, ECERS-R expectations limits screen time for children to no more than 30 minutes total per week.

IF YOU CHOOSE TO INCORPORATE SCREEN TECHNOLOGY IN YOUR SETTING:● Be intentional: Have a carefully thought-out rationale for the technology you choose.● Establish technology rules and routines.● Actively facilitate children’s involvement and learning before, during, and after any

screen activity.● Choose screen activities carefully.● Think carefully about where screens are located and try to minimize their prominence.

References:Campaign for a Commercial -Free Childhood; Alliance for Childhood; & Teachers Resisting Unhealthy Children’s Entertainment (2012). Facing the screen Dilemma: Young children, technology, and early education. Retrieved from http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/FacingtheScreenDilemma.pdf on November 17, 2014.

Environmental Rating Scales Institute (2014). Additional Notes for Clarification for the ECERS-R. Retrieved from http://ersi.info/PDF/NotesforClarification/ECERS-R_Additional_Notes_1-14.pdf on November 17, 2014

ECERS Guidelines● TV, video, and DVD are limited to 30 minutes, once per week.● Computers, smart boards and other small electronic devices are limited to 15 minutes

per day.● In the event that specific therapists are using IPads or other electronic devices with

children, the following requirements apply:○ If they are used as a communication device for children with disabilities there is

no application towards time limitations.○ If they are playing SLP or similar games on the device, the time would contribute

to the total of 15 minutes a day.

Unit 1Compiled by: Michelle Elkins, Amy Lord, Katie Nigra

Computer Ideas:

Activity Component of the Day

Foundations

Paint Program on Computer (accessories)

After talking about their families, students will use the paint program to ‘draw’ a picture of their family.

Students pictures can be printed and teacher may dictate their family story. The finished product can be added to a class book, Our Families, located in the Library Center so it can be read later.

Centers HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

APL- 4: Children demonstrate creativity, imagination, and inventiveness.LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.

Word document

Children can practice using the keyboard on a blank word document.

They can also work on finding the letters in their names and then print the documents with teacher support.

Centers

Small Groups

HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

LDC-12d: Children recognize and name some letters of the alphabet, especially those in their own name.

iPad Ideas:


Foundations

App: iMovie, Apple (take pictures with camera on Ipad)Cost: Free

Students can say lines from a story and record each other then play it back in the center while looking at the book.

Students can record themselves and others introducing themselves and talking about their families.

Make a movie by retelling stories from books in Unit 1.

Movies of children doing the lessons: Role play for Waiting p.74, Sharing p. 78, Giving compliments p. 120

Centers

LFO/RECAP

LDC-4 Children speak audibly and express thoughts, feelings, and ideas clearly.

APL-4 Children demonstrate creativity,Imagination and inventiveness.APL-5 Children are willing to try new and challenging experiences.LDC-5 Children describe familiar people, places, things, and events.ESD-6 Children identify, manage, and express their feelings.HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

App: CameraCost: Free

Take pictures in blocks. Students can take pictures of each others building with blocks and of the structures built. Print the pictures to create a block book

Centers APL-4 Children demonstrate creativity, imagination, and inventiveness.

APL-7 Children demonstrate initiative and inventiveness.LDC-7 Children respond to and use a growing vocabulary.HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

App: Crayola Paint and CreateCost: FreeApp: Crayola Paint & Create HDCost: $3.99

Students can free draw pictures and designs. Can draw themselves or family.


CD-5 Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama and dance.

App: Book Creator Centers CD-5 Children demonstrate self-expression and

Cost: Free

App: Story CreatorCost: Free

Students can make their own stories using pictures or photographs. This can be a way to make a class photo album on the iPad. Each student can choose a picture to add to the story and then the app allows you to record a caption. You can make a classroom family photo album.

creativity in a variety of forms and contexts, including play, visual arts, music, drama and dance.


App: GoogleCost: Free

Students can look up what they want to build and draw from Google images etc. then create it at the easel or in manipulatives or blocks.

Centers APL-1: Children show curiosity and express interest in the world around them.

CD-5 Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama and dance.HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

Smart Board Ideas:


Foundations

Mat Man(Click on link and Download Making MatMan)

Students can create Mat Man then teacher can print it out and take it to art center to practice drawing themselves.

SWPL

Centers


CD-5 Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama and dance.LDC-5 Children describe familiar people, places, things, and events.LDC-7 Children respond to and use a growing vocabulary

Draw Pictures of family for book

Students can draw pictures of their own families using the smartboard during center time. When all the children have had an opportunity to draw, print the book to share in the library center.

Centers HPD-4 Children develop the large muscle control and abilities needed to move through and explore their environment.

APL-4 Children demonstrate creativity, imagination, and inventiveness.CD-6 Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities.HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

Unit 2Compiled by: Sonya Cornelius, Shinaye Joye-Moore, Patrice Joynes

Computer Ideas:


Foundations

www.abcya.com

Make A PizzaGo to Kindergarten-”Make a Pizza”. Student will click and drag to create/design a pizza, print it out, then re-create in art center using various materials (paint, drawing using crayons, matters or collage materials), in dramatic play (pizzeria prop box), in writing (write about their pizza).


APL- 4: Children demonstrate creativity, imagination, and inventiveness.LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.CD-4: Children demonstrate appreciation for different forms of artistic expression.CD-5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

Stories about friends

Teacher can find clip art on computer of friends (put in a word document). Students can create stories, type own letters to show letters/words have meaning or teacher can dictate the story.


APL- 4: Children demonstrate creativity, imagination, and inventiveness.LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.LDC-14: Children use knowledge of letters in their attempts to write.ESD-2: Children express positive feelings about themselves and confidence in what they can do.ESD-3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.

Ipad Ideas:


Foundations

App: Doodle BuddyCost: Free

Allow students to draw pictures about friends or with a friend. Teacher can dictate.

Centers

Small groups rotation of Drawing Friendship pictures


APL- 4: Children demonstrate creativity, imagination, and inventiveness.ESD- 4: Children form relationships and interact positively with other children.LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.ESD-3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.CD-4: Children demonstrate appreciation for different forms of artistic expression.

App: ChatterPix Kids (ChatterKid)Cost: Free

Students can take pictures of their friendship artwork or a page in a story time book and draw a mouth on the picture. Students then record themselves talking like the picture they drew or the picture they took..

Centers LDC-4: Children speak audibly and express thoughts, feelings, and ideas clearly.

APL- 4: Children demonstrate creativity, imagination, and inventiveness.LDC-7: Children respond to and use a growing vocabulary.LDC-9: Children comprehend and use information presented in books and other print media.

App: Lego Friends Story MakerCost: Free

Students can re-create stories of the books read during storytime using characters and various settings or create their own story. They can record their voice telling the story. Stories can be published in iBooks.

Centers CD-5s - Plan and act out scenes based on books, stories, everyday life, and imagination.

APL-3s - Use more complex and varied language to share ideas and influence others during play.LDC-7p - Use a growing vocabulary that includes many different kinds of words to express ideas clearly.

Smart Board Ideas:


Foundations

Friend of the day guessing game with clues(Click on link and Download Secret Friend)

Smartboard activity that lets you pick different characteristics to choose a secret friend for the day. You can hide the letters of the name and reveal the letters one at a time. The special friend can have a special job or have “‘ show and tell” the next day

Large Group

Transitions

CD-8: Children identify and demonstrate acceptance of similarities and differences between themselves and others.

LDC-4: Children speak audibly and express thoughts, feelings, and ideas clearly.LDC-7: Children respond to and use a growing vocabulary.ESD- 4: Children form relationships and interact positively with other children.

Friendly/Unfriendly skills(click on link and then scroll down to find Friendly/Not friendly Skills slide and download)

Children sort pictures of friendly/unfriendly skills. There are buttons to check to see if they are correct and you can clear it out and start again.

Take it a step further and make your own sort! Take pictures of the students friendly skills and have them act out unfriendly skills to put up.

RECAP

Small Group

ESD-7: Children recognize and respond to the needs and feelings of others

CD-6: Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities.

Other Technology Devices:


Foundations

Tape Player- Recording Stories

Students can record themselves “reading” books.

Small Groups

Centers

LDC 8j: Children engage in reading behaviors independently (choose books, turn pages but not always in order, tell the story)

ESD- 4: Children form relationships and interact positively with other children.LDC-4: Children speak audibly and express thoughts, feelings, and ideas clearly.LDC-9: Children comprehend and use information presented in books and other print media.

Overhead Projector

Can be used to write and draw on film. Teacher can send film through copy machine to make books (class or partner); allow student to draw pictures of themselves and their friends.

Centers LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.

APL- 4: Children demonstrate creativity, imagination, and inventiveness.CD-4: Children demonstrate appreciation for different forms of artistic expression.ESD-3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.LDC-14: Children use knowledge of letters in their attempts to write.LDC-15: Children use writing skills and writing conventions,.

Unit 3Compiled by: Chris Mathis, Rian Schill, Janet Green

Computer Ideas:


Foundations

Make a Snowman

Using www.abcya.com, go to Kindergarten-”Make a Snowman”. Student will click and drag to create a snowman and print their picture. Then the student will take the picture to the art center to recreate with paint or collage materials or take the picture to the writing center to “write” a story.

Extension: Use an Ipad and Chatterkid app to take a photo of their drawing. Student will become snowman’s voice to narrate their story.


APL- 4: Children demonstrate creativity, imagination, and inventiveness.LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.CD-5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

Animal Mothers and Their Babies

Teacher will use Bing Images/Google Images (ie. Farm animals, pets, woodland animals, etc.) to find and print pictures of animal mothers. Teacher will assist students in searching and printing matching baby animal pictures using Bing/Google Images. Students will use these to create a matching game or memory game.

*Teacher could use these student created pictures to make a SIOP “Mix and Match” game

Centers

LTA

Small Groups

APL-1 Children show curiosity and express interest in the world around them.

LDC-9 Children comprehend and use information presented in books and other print media.CD-14 Children observe and describe characteristics of living things and the physical world.LDC-7 Children respond to and use a growing vocabulary.

Ipad Ideas:


Foundations

Apps: Google, Discovery Education, National Geographic KidsCost: Free

Using Google or Discovery Education, students will study habitats of desert and ocean animals. Students will use the visuals to collaboratively re-create a habitat in sand table, water table, art center, or block center. This activity can be used in conjunction with the books Bringing the Rain to

Centers

LFO

APL-1 Children show curiosity and express interest in the world around them.

LDC-9 Children comprehend and use information presented in books and other print media.APL-4 Children demonstrate creativity, imagination, and inventiveness.APL-5 Children are willing to try new and challenging experiences.

Kapiti Plain; Big Al, Swimmy, Rainbow Fish.

App: Video CameraCost: Free

Students will video classmates retelling or role-playing story books from Unit 3. This could be substituted for 4th read.

Story Time

Centers

APL-4 Children demonstrate creativity, imagination, and inventiveness.

APL-7 Children demonstrate initiative and inventiveness.LDC-7 Children respond to and use a growing vocabulary.CD-5 Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama and dance.

Smart Board Ideas:


Foundations

What Would You Do On a Snowy Day?

After reading The Snowy Day, ask the question “What would you do on a snowy day?” Students will work individually or collaboratively during center time to draw themselves and friends on a snowy day. Pictures will be saved and printed to make a class book.

Centers CD-5 Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama and dance.

LDC-3 Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.LDC-4 Children speak audibly and express thoughts, feelings and ideas clearly.LDC-5 Children describe familiar people, places, things, and events.

Weather Graph

Students will create weather pictures (sunny, cloudy, rainy, snowy, windy) to add to a teacher-made weather graph. Students will use pictures to record weather for each school day during Unit 3. Weekly graphs will be printed and displayed in classroom.

LTAI LDC-13 Children use writing and other symbols to record information and communicate for a variety of purposes.

LDC-9 Children comprehend and use information presented in books and other print media.



Foundations

Sink and Float

Students will take pictures using classroom camera for a Sink/Float activity. After the teacher introduces the concept of “Sink and Float” students will work collaboratively to take pictures of objects they want to test. Once the pictures are developed students will experiment with the objects in the water table and record their observations using their pictures and a T-chart. Students can continue to experiment with additional objects.

Centers CD-3 Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions.

CD-15 Children explore the natural world by observing, manipulating objects, asking questions, making predictions, and developing generalizations.APL-5 Children are willing to try new and challenging experiences.APL-6 Children use a variety of strategies to solve problems.

Retelling a Favorite Unit 3 Story

Students will record a retelling of their favorite Unit 3 story. Recordings can be made using a tape cassette recorder to be used in the Listening Center.

Centers LDC-4 Children speak audibly and express thoughts, feelings and ideas clearly.

APL-4 Children demonstrate creativity, imagination and inventiveness.LDC-8 Children develop interest in books and motivation to read.CD-2 Children recall information and use it for new situations and problems.CD-5 Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama and dance.

Unit 4Unit: 4 The World of ColorCompiled by: Nicole Massey, Shawnna Miller, Marlene Pitts, Marsha Roberts

Computer Ideas:

Activity Component of the Day Foundations

Paint Program on Computer (accessories)

Students can make an illustration containing items of their favorite color.

Centers

Small Groups

CD-5m Choose to participate and express themselves through a variety of creative experiences such as art, music, movement, dance, and dramatic play

APL- 4n: Use materials or actions in increasingly varied and resourceful ways to represent experiences or ideas.HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

Ipad Ideas:


Foundations

App: CameraCost: Free

Use camera function on the ipad to go on a specific color hunt. Pictures then can be selected into an imovie.

Centers

Small Groups

CD-1l. Express knowledge gathered through their senses using play, art, language, and other forms of representation.

HPD-5k: Engage in activities that require hand-eye coordination.

App: PicstichCost: Free

Picstitch app to create a photo collage of colors throughout the classroom.

Centers

Small Groups

CD-1l. Express knowledge gathered through their senses using play, art, language, and other forms of representation

APL- 4n: Use materials or actions in increasingly varied and resourceful ways to represent experiences or ideas.HPD-5k: Engage in activities that require hand-eye coordination.CD-5m Choose to participate and express themselves through a variety of creative experiences such as art, music, movement, dance, and dramatic play.

App: Video Feature of CameraCost : Free

Centers

Story Time

CD-5m Choose to participate and express themselves through a variety of creative experiences such as art, music, movement, dance, and dramatic play.


Video students retelling/ acting out story in library from Unit 4.

App:Dash of ColorCost: Free

You can upload pictures from your camera and they will come up black and white, You can add color to any parts of the picture. You can save it to your camera roll and send it to parents or print it out to take home!

Centers

LTAI

Goal APL-4: Children demonstrate creativity, imagination, and inventiveness.


Smart Board Ideas:


Foundations

Allow students to draw Dogs Colorful Day on the Smart Board

Centers LDC -9 Children comprehend and use information presented in books and other print media.




Foundations

Assign students a color. Have them use a digital camera take pictures of objects that color and make a book or collage.

Centers

Small Groups


Use a voice recorder to record students reading Unit 4 stories.

Centers

Independent

Small Group

CD-5r: Choose to participate and express themselves through a variety of creative experiences such as art, music, movement, dance, and dramatic play.

Unit 5Unit: 5 Shadows & ReflectionsCompiled by: Connie Danna, Marisa Lewis, & Martha Huxster

Computer Ideas:


Foundations

Bert & Ernie Print Maker

Students can make a picture of a collection, make patterns, or sort objects then print out their creation.

Centers APL - 4 Children demonstrate creativity, imagination, and inventiveness

HPD - 5 Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.LDC - 13 Children use writing and other symbols to record information and communicate for a variety of purposes.CD - 4 Children demonstrate appreciation for different forms of artistic expression.

Sid the Science Kid Journals

Students can draw a pail, stamp a collection, or make patterns with the stamps and then print out their Journal.

Centers CD - 5 Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

HPD - 5 Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

http://pbskids.org/sid/shadowshow.html

Sid the Science Kid Shadow Show

Students use shapes to try to copy the shadow on the card and then shine a light on the shapes to check their work.

Centers CD - 12 Children identify and use common shapes and concepts about position during play and other activities.

HPD - 5 Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

Ipad Ideas:


Foundations

App: Shadow Puppet EDUCost: FREE

Picture Drawing and Labeling. Students can take photos around the classroom or outside and then record a story using their photos.

They can take a picture of their drawing and record a narration about their picture. You can compile them into a class movie.

Small Groups APL - 1 Children show curiosity and express interest in the world around them.

LDC - 4 Children speak audibly and express their thoughts, feelings, and ideas clearly.LDC - 5 Children describe familiar people, places, things, and events.LDC - 7 Children respond to and use a growing vocabulary.

App: Story CreatorCost: FREE

Centers LDC - 13 Children use writing and other symbols to record information and communicate for a variety of purposes.

I Wish I Had a _____ (pet name) for the writing center. Students can draw using this app and then record a story of what they would do with their pet.

APL - 4 Children demonstrate creativity, imagination, and inventiveness.APL - 5 Children are willing to try new and challenging activities.LDC - 7 Children respond to and use a growing vocabulary.

Smart Board Ideas:


Foundations

Who Lives at the Pond?

Students can use the Smartboard and sort the animals based on whether they live at the pond or not. They can create their own pond habitat using the pictures of animals and place them around the pond.

Centers CD - 15 Children explore the world by observing, manipulating objects, asking questions, making predictions, and developing generalizations.

APL - 2 Children actively seek to understand the world around them.HPD - 5 Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.CD - 2 Children recall information and use it for new situation and problems.CD - 14g Notice and describe characteristics of plants and animals, such as….habitat.

Butterfly Activities

On the Smartboard students can create patterns, sort (by size, color, or design) using the caterpillars and butterflies.

Centers

Small Groups

CD - 11 Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.

HPD - 5 Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.CD - 10 Children show understanding of numbers and quantities during play and other activities.



Foundations

Digital Camera

Students go on a nature walk and take pictures of items they would like to collect. Print pictures out and let students sort pictures, write categories labels, or create patterns with the pictures.

Students could also sequence the order of what they found and write a story about it.

Small Groups CD - 14 Children observe and describe characteristics of living things and the physical world

LDC - 2 Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.LDC - 5 Children describe familiar people, places, things, and events.LDC - 7 Children respond to and use a growing vocabulary.CD - 11 Children compare, sort, group, organize and measure objects and create patterns in their everyday environment

Overhead Projector - Making Shadows -

Place objects, shapes on top of overhead projector and let students guess what the object is. Let students take turns placing items on the

Centers

Story Time

CD - 5 Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

overhead projector and a peer guessing the shape.

Student could use shadow puppets in front of the projector to retell the story of Come Play with Me.

Have students create a shadow theater.

HPD - 5 Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.LDC - 2 Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.LDC - 4 Children speak audibly and express their thoughts, feelings, and ideas clearly.LDC - 12 Children begin to develop knowledge of the alphabet and the alphabetic principle.

Unit 6Unit: 6- Things that GrowCompiled by: Desiree Gabe, Kathryn Coffey, Gina Gilcher

Computer Ideas:


Foundations

http://www.sesamestreet.org/games/art?c=blank&t=caterpillar

After reading The Very Hungry Caterpillar, students will create their own caterpillar using the art maker. Students can add the foods the caterpillar ate, what they would eat if they were the caterpillar or create a pattern with the caterpillars body.

Centers

Morning Meeting

Small Groups (independent group)


APL-4: Children demonstrate creativity, imagination, and inventiveness.LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.CD-5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

http://pbskids.org/sid/characterjournals.html

Sid the science kid character journals

The children will draw their observations of plants growing or the classroom caterpillars. Then students can print and add/create their journal. This can be done multiple times throughout the unit.(This is a very difficult skill and needs many opportunities to practice mouse control.)

Small Groups (independent group)

Centers

HPD-5 Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

APL-2 Children actively seek to understand the world around them.APL-8 Children maintain attentiveness and focusLDC-13 Children use writing and other symbols to record information and communicate for a variety of purposes.CD-14 Children observe and describe characteristics of living things and the physical world.

Ipad Ideas:


Foundations

App: Sock Puppets, Smith Micro Software, Inc.Cost: Free

Sock puppets lets you create your own lip-synched videos and share them on Facebook and YouTube.

The students will choose their puppets and create the setting of their puppet show. Once this has been done, students can record their voices creating their own story. Once completed there is also an option to share the video.

Centers

Storytime

CD-5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

APL-4: Children demonstrate creativity, imagination, and inventiveness.HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.LCD-4: Children speak audibly and express thoughts, feelings, and ideas clearly.LCD-5: Children describe familiar people, places, things, and events.LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.

App: iMovie, Apple (take pictures with camera on Ipad)Cost: Free

This project can be used in conjunction with reading the book Bigger by: Daniel Kirk

Centers LDC-4 Children speak audibly and express thoughts, feelings, and ideas clearly.

CD-2 Children recall information and use it for new situations and purpose.LDC-5 Children describe familiar people, places, things and events.

Students will bring in pictures of when they were growing up and then create and iMovie to talk about them and growing up. Each child will be able to share their thoughts, ideas and feelings about growing up, what they have learned and what it will mean when they leave Pre-K. This can be used as a gift or presentation for parents at the end of the school year. Children will be excited to share things about themselves when they were small and other things about growing up.

The poem at the end of the movie can either be added later by the teacher or recited by students depending on the desire of the classroom.

When I was oneI had such fun

When I was twoI wasn’t new

When I was threeI was learning to be me

When I was fourI knew so much more.

I’m growing up a little each dayAnd I am happy I can say

I love you….

Dramatic Play: Flower Shophttp://www.teleflora.com/flower-by-type/cat210139https://www.ftd.com/http://www.google.com/search?q=bouquet+of+flowers&safe=active&client=firefox-a&hs=HCD&rls=org.mozilla:en-US:official&tbm=isch&tbo=u&source=univ&sa=X&ei=ru9tVe_mG8W-ggTr5IDIBA&ved=0CCsQ7Ak&biw=1280&bih=920

Place the iPad in Dramatic Play and open a document (links above or one of your own) that displays a variety of floral arrangements. Students create bouquets of flowers in the flower shop based of the photo models.

Centers APL-3t Choose to use new knowledge and skills during play.

APL-2k Purposely try different ways of doing things to see what and how they work.CD-5s Plan and act out scenes based on books, stories, everyday life, and imagination.CD-6l Adopt roles of a wide variety of family and community members during dramatic play using props, language, and actions to add detail to their play.

Smart Board Ideas:


Foundations

Book: The Ugly Vegetables

Students will use the Smartboard to create their own garden. They choose what flowers and/ or vegetables they would like in the garden. Discuss how gardens grow and how garden seeds are planted in rows just like in the Ugly Vegetables. The teacher will have prepared a garden with images. Options will be placed on the side of the garden with choices of vegetables. An infinite amount of cloned images will be provided so that students can add more than just one flower or plant to the garden.

(Teacher can also place a plain image of a garden

LTAI

LFOAI

Storytime

SWPL


APL-4: Children demonstrate creativity, imagination, and inventiveness.LCD-5: Children describe familiar people, places, things, and events.LCD-7: Children respond to and use a growing vocabulary.

and students can draw the vegetables and flowers that they would like to grow)



Foundations

Book: Make Way for Ducklings

After reading the story, use Google Earth to take the journey that the duckling took throughout Boston. https://www.youtube.com/watch?v=dgChBO5hyXw

After taking the Google Earth journey, allow students to create their own book about how the ducklings would find their way around their school/site. They will make their own way for ducklings. The children will learn how to use a camera, zooming, and taking pictures. They will go around the school and take pictures of what the ducklings would pass if they were at their school. Print pictures and have students make captions for their story Make Way for Ducklings.

LFOAI

LTAI

Centers

LCD- 13: Children use writing and other symbols to record information and communicate for a variety of purposes.

APL-1: Children show curiosity and express interest in the world around them.APL-4: Children demonstrate creativity, imagination, and inventiveness.HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.LCD-2: Children participate in conversations with peers and adults in one on one, small, and larger group interactions.LCD-4: Children speak audibly and express thoughts, feelings, and ideas clearly.LCD-5: Children describe familiar people, places, things, and events.LCD-7: Children respond to and use a growing vocabulary.LCD-10: Children will develop book knowledge and print awareness.

Book: I Heard Said the Bird

Use a voice recorder to record the oral reading of “I Heard Said the Bird” while the students chime in to the story. This recording of the story could then be placed in the listening station.

If you have a Big Mac Button or Cheap Talk (augmentative communication device for students with special needs), students could record their voices.

Centers

Storytime

LCD-4: Children speak audibly and express thoughts, feelings, and ideas clearly.

LCD-8: Children develop interest in books and motivation to read.

Documents

prekprograms.cmswiki.wikispaces.netprekprograms.cmswiki.wikispaces.net/file/view... · Web viewCharlotte-Mecklenburg Schools and CMS Pre-K Programs envisions technology as a resource