Chapter 1. Preparing the Classroom

Transcription

1 Chapter 1. Preparing the Classroom

2 Chapter 1. Preparing the Classroom Introduction... 1 Prepare Monthly and Weekly Lesson Plans... 1 Establish a Daily Schedule... 1 Arrival and Book Time... 2 Morning and Afternoon Circle Times... 3 Morning and Afternoon Snack Times... 4 Learning Center Times... 4 Playground Times... 5 Hand-washing and Restroom Breaks... 6 Lunch... 6 Rest Time... 6 Organize Learning Centers... 7 Sample Layout for a Small Classroom... 8 Sample Layout for a Large Classroom... 9 Circle Time Area Writing Center Math Center Science Center Block Center Music Center Dramatic Play Center Art Center Reading Center Get Ready for the First Day Label a File Folder for Each Child Label Cupboards or Hooks with Children s Names Create a Job Chart Create an Information Center for Families Write a Letter to Families Appendix. Teacher Resources... 26

3 Introduction A high-quality early childhood classroom, or family child care home, has areas for children to work and play individually, in small groups, and in a whole group with the teacher or caregiver as the learning leader. We call these areas learning centers. A high-quality program also has predictable times of day when teachers and children come together to share ideas, listen to stories, and plan their next activities. The daily schedule also needs to have predictable times for meals and snacks, for outdoor play, for moving from one learning center to another, and for resting. In this chapter, you will learn how to use the lesson plans in this book, to implement a daily schedule, and to set up learning centers in your classroom or family child care home. Prepare Monthly and Weekly Lesson Plans This book contains 12 thematic month-long curriculum units, each including daily lesson plans that support children s mastery of specific competencies and objectives in the Mississippi Early Learning Guidelines. You can implement these units without changes or adapt them to better meet your children s needs. Read over the unit goals so that you have an idea of what your objectives are for the month. You will review these often. Plan 1-2 weeks ahead so that you can locate all of the books and materials you will need. Provide the books for each unit in the Reading Center throughout the month. Keep unit boxes and add to them to simplify your preparation in future years. Read over your weekly lesson plans. Gather any special materials that you need for the first week and place them in the centers where you will need them. Establish a Daily Schedule In a high-quality early childhood program, children must be engaged in child-directed activities at learning centers and during outdoor play for a substantial portion of the day. This length of time depends on your hours of operation, but should equal at least one-third of your operating hours. For example, if your center is open for 12 hours, children should be engaged in play activities for a minimum of 4 hours. This does not mean 4 hours consecutively, but 4 hours in total. The amount of time on the playground is also dependent on your hours of operation, but should be at least 1 hour for a program that is open 8 hours. If your program is open for 6 hours, (3/4 of 8 hours), then your playground time should be at least 45 minutes (3/4 of 1 hour).

4 Name cards for the children will help you and them manage their time. These name cards are used by the children as they move from center to center. Give the name cards out at the end of Morning Circle Time, as children move to centers. Each child will go to a center and place their name card at the center. This will help children learn how many children can be in each center at one time. If there is no space for their name on the center label, then they know that they have to go to a different center. Write each child s name on a piece of heavy duty construction paper. You can also use clothes pins. Write clearly in print. Store the name cards in a basket, box, or on a chart at the Circle Time area. Sample Schedule 7:30 7:45 a.m. Arrival and Book Time 7:45 8:00 a.m. Morning Circle Time 8:00 8:15 a.m. Morning Snack 8:15 10:30 a.m. Learning Centers Time 10:30 11:45 a.m. Playground Time 11:45 a.m. Noon Hand-washing and Restroom Break Noon 12:30 p.m. Lunch 12:30 12:45 p.m. Hand-washing and Restroom Break 12:45 2:00 p.m. Rest Time 2:00 2:15 p.m. Hand-washing and Restroom Break 2:15 2:30 p.m. Afternoon Snack 2:30 3:45 p.m. Playground Time 3:45 4:45 p.m. Learning Centers Time 4:45 5:00 p.m. Afternoon Circle Time 5:00 p.m. Departure This sample schedule is for a center that is open for 8 ½ hours. The total amount of time in learning centers and on the playground is 5 ¾ hours, which exceeds the minimum 2 ¾ hours, ensuring a high-quality program. Arrival and Book Time Children arrive at different times in the morning. When they come into the classroom, greet each child by name, remind them to put away their things (backpack, coat, lunch) and choose a book to look at until Circle Time. It is not possible to have children play in Learning Centers and clean up in such a short period of time, but it easy for them to choose a book and put it away in this time. This encourages children to think of books as something interesting and fun, and helps them get settled before Circle Time. It is okay

5 if two children want to share a book, or if a child wants to read a book to a small group. The goal is to encourage an interest in reading and handling books. Morning and Afternoon Circle Times Morning and Afternoon Circle Times are important parts of day for fouryear-old children. During Morning Circle Time, you and the children can plan activities for the day and you can answer any questions the children have. During Afternoon Circle Time, the children can talk about what they have learned and experienced and you can reinforce key concepts. Establish a routine for calling children to Circle Time by singing a song, ringing a bell, or playing music. It will take children a few days to learn what to do, so be patient and remind them gently that the signal means to come to the circle. It is also helpful to give them a Five Minute Warning so that they know a change is coming. Have the children sit in a circle so that they can all see you. If you have an assistant teacher, have her sit in the circle with the children. Review the monthly calendar. Talk about the day s day and date. Talk about what day it was yesterday, and what day it will be tomorrow. Remind everyone of the month, and review the months of the year. Review the job chart. Let the week s weather reporter talk about the day s weather. Don t spend a lot of time fussing at the children to be still or quiet. If you start a song or fingerplay, they will be interested in what you are doing and pay attention to you. Sometimes whispering forces them to stop talking so that they can hear you; you then have their attention. To teach children a new song or fingerplay, write the words on chart paper and post it in the Circle Time area. This will help you with the words, and help children make the connection between written and spoken words. Repeat a new song or fingerplay two or three times, to help the children learn it. You can also use a new song or fingerplay throughout the day during transitions, such as lining up to go outside, sitting down for lunch, or waiting for the bathroom. One of the secrets of successful Circle Times is to ask the children many open-ended questions as you read books aloud, to give the children an opportunity to think about what they are seeing and hearing, and describe how they feel and what they think about the books. Another good idea is to write the children s responses to your questions and post them in the classroom. When you read a book, show them the cover, and point out the title, author s name, and illustrator s name. Hold the book open so that the children can see the pages as you read. If it is a book with a phrase that is

6 repeated often, let the children say it with you as you read. Ask a few openended questions after you read the book and give children an opportunity to talk about the story and characters. Get everyone up for a movement activity when you have finished discussing the book. After the movement activity, send children to learning centers by giving them their name cards and letting them decide where to go. Have three children come to the language center with you for the morning activity. In the Afternoon Circle Time, talk about the day and let children share their work if they wish. On the first few days, decide on rules for the classroom and each of the centers. Write these rules on chart paper and hang them in the room. Circle Time should last no more than 15 minutes. Morning Circle Time is your chance to talk with the children about the current curriculum theme. Discuss the calendar (month, day of the week, date) and the helper chart. You also tell them about new activities that are available in the learning centers. Morning Circle Time is especially important in building the sense of community in your classroom, giving children a chance to do fun things together before working in smaller groups. The movement activities, songs, and fingerplays that are done during Morning Circle Time are important for developing many skills in children, including language skills and physical coordination. They also reinforce the weekly and monthy themes. Morning Circle Time is also an important chance to read books to children. Reading to children is the first step in teaching children to read. Afternoon Circle Time gives you another opportunity to read a book to the class. It is also a time for children to talk about their experiences during the day. This Circle Time should be used to ask children about specific activities in different centers. This is also a time to discuss problems that arose during the day and brainstorm solutions to the problems. Morning and Afternoon Snack Times Four-year-old children are active and busy by nature. Their bodies and minds need nutritious snacks throughout the day so that they can enjoy activities without becoming tired and distracted.

7 Learning Center Times There are 8 Learning Centers in your classroom: Writing, Math, Science, Block, Music, Dramatic Play, Art, and Reading. Each of these centers is important in a child s cognitive, social, emotional, and physical development. Each week, new activities take place at the centers, some guided by the teacher and some chosen by the children. It is important that children have the opportunity to explore and create on their own in each center; this helps them develop creative thinking and problem solving skills. The curriculum units in this book include tips for Teacher Talk that will help children develop language skills. The units also include lists of vocabulary words to prepare for each learning center. The vocabulary words are a very important part of the curriculum. Playground Times Physical activity is essential to the healthy physical and cognitive development of young children. In addition to developing physical skills such as running, jumping, hopping, crawling, and swinging, free time on the playground helps children develop social skills as they negotiate games and take turns. Time spent on the playground or in the yard is important learning time for the children. They are outside and can explore the natural world. They play together and learn to enter play, compromise, and take turns. Children are developing their gross and small motor skills by moving their bodies freely. It is your responsibility to keep children safe while they are on the playground. This is not your break time, and you should not spend this time chatting with other teachers. You should move around the playground, watching the children and talking to them about what they are doing. It is important that children have plenty of free playtime to run, hop, skip, jump, swing, or just sit with a friend when they are outside. Allow the children to make their own choices about what they are doing. Allow the children to play freely on the playground. Encourage them to run, jump, skip, swing, climb, and crawl. This is the children s opportunity to exercise their muscles and use their outside voices. Move around the playground frequently so that you can monitor the entire playground. Do not sit down and talk to other adults for long period of time. The safety of the children is your first priority. This is a time when children can get loud, so let them!

8 Use your Teacher Talk to encourage the children to tell you what they are doing. Use Playground vocabulary words to help children find the words they need to tell you what they are doing. Ask questions such as the following: What do you like to do on the playground? Why do you like to do that? Who else is playing with you? Hand-washing and Restroom Breaks Many four-year-old children are able to wash their hands and use the restroom independently, but some still need help sometimes. It is important that you stress proper hand-washing by providing soap and paper towels, and teaching the children to sing a song, such as Row, Row, Row Your Boat while they wash to be sure they wash long enough. This should be done every time children wash their hands. Children should also be accompanied to the restroom whenever they need to go, not just during scheduled breaks. Be sure to have a change of clothes for every child in case of accidents. Restroom breaks may help you avoid accidents during rest time. Don t force children to go if they don t need to, but encourage them to try. They are still learning to use the restroom independently. Lunch Lunch is a great time for children to talk to you and to each other. Be sure to sit and eat with the children and take the time to talk to them. This is a more informal setting than the classroom, and children are often more likely to talk at the table if you let them take the lead in the conversation. Rest Time Resting is important after a busy morning in the classroom. At the beginning of the school year, talk to the parents of each child to find out about their napping habits. Allow children to bring in a blanket and soft toy from home to use during rest time. If a child does not sleep, place their cot in an area of the room where they will not disturb others, and allow them to look quietly at books on their cot.

9 Organize Learning Centers You need a Circle Time area and 8 learning centers in your classroom. Use carpets and shelf units to separate areas. If you have a very small classroom, or only a few tables and shelves, you can combine some centers. Each center should have 3-5 books about the center or the current theme. Writing paper and materials should be available in every center so children can draw or write about their work. Tips Each center should have a sign with the name of the center ( Block Center ) and the number of children who can be in that center at one time ( 4 ). Have a space for children to put their name cards when they are playing in the center. You can create pockets for the name cards, attach Velcro buttons, or use clothes pins. Post vocabulary word cards in each center. Each unit in this book includes vocabulary words fir different centers. Sample diagrams of classroom layouts appear on the following pages. The first floor plan shows how you can combine centers if your materials are limited. The second floor plan shows 9 separate areas. These labels for the Dramatic Play and Block Centers include the name of the center, the number of children who can play there, and spaces for their name tags to go. The name tags attach to the labels with Velcro. This chart is hanging in the Circle Time area. Each pocket has a picture of the child and a craft stick with their name on it. The children take the name sticks to the centers during center time, and then return them to their pockets.

10 Sample Layout for a Small Classroom shelf Block and Music Center/ Circle Time Area shelf Dramatic Play Center table kitchen shelf shelf Science and Art Center table shelf Writing and Math Center table table Sand/Water table bookshelf pillows Reading Center Cubbies

11 shelf Sample Layout for a Large Classroom Circle Time Area shelf Block Center Writing Center table shelf shelf table shelf Dramatic Play Center table shelf Math Center shelf shelf Reading Center shelf table Science Center cubbies table Sand/Water Art Center

12 Circle Time Area This is your meeting place for Morning and Afternoon Circle Times. You also can use this space to gather everyone before going to lunch or the playground. Writing Center: In this classroom, the Writing Center is in a corner next to the Reading Center. Children use the large chalkboard to practice writing. Writing materials are stored in bins in the shelf behind the table. There are usually four chairs at this table. Tips This area should have a carpet or rug. You want the children to sit in a circle so that everyone can be seen. You need one wall to put the job chart, calendar, and weather chart. You need enough space so that every child can sit comfortably without being crowded. Writing Center This is where you have teacher-directed language and writing activities and activities that children can do on their own. Tips You need a table and chairs with room for you and 3 children to sit comfortably. This center can be near the Reading Center, but should not be near the Block or Dramatic Play centers. 10

13 Place the teacher s chair so that you are facing the classroom. Place the children s chairs so that their backs are to the classroom. This will help you watch the room, and help the children focus on you without distractions. Have writing materials available for children to use when you are not directing a language activity. Materials for the Writing Center 8 x 11 blank paper 12 x 18 construction paper 4 x 6 index cards Large chart paper Poster board Envelopes Stamps Fine-point markers, black Markers Crayons Pencils Chalk in different colors Magnetic alphabet letters Magnet board Flannel board Flannel board farm animals Alphabet blocks Animal magazines Gardening magazines Food magazines Travel guides Newspapers Stapler Scissors Glue sticks 3 clipboards Yardstick Paper clips Small U-shaped magnet Seed packets for flowers Math Center The Math Center is the setting for learning activities that you plan and for activities that children initiate themselves. Provide a variety of objects, such as counting bears and small blocks, that children can count and sort. Make sure none of the objects are small enough for children to swallow. The teacher-directed activities this month are designed to assess what number knowledge your children have at the beginning of the school year. Make counting a part of your daily routine. In Circle Time, count how many children are in the circle by walking around and touching each child on the head or shoulder and counting out loud. Be sure the children count with you. When lining up to go to the playground, and back inside again, count how many children are in line by touching each child on the head or shoulder and counting out loud. Find other opportunities to count (count the number of children at the lunch table, the number of steps to the front door, etc.) The goal is for children to have many opportunities each day to count objects and children. Hang cards with clearly written numerals (1-20) at eye level in the Math Center. 11

14 Have written numbers throughout the classroom where children can see them in a monthly calendar, a clock, the daily schedule, and center signs. This is where you have teacher-directed math activities and manipulative activities that children can do on their own. If you do not have enough space for language and math areas, you can use one table for both of these activities. Tips If you are teaching alone, you can do language activities for a few days and then math activities for a few days at the same table. If you have 2 teachers, the Math Center set-up is the same as for the Language Center. Place them far enough apart that you and the other teacher can see the entire classroom. Math Center: This storage shelf divides the Math Center from the Art Center. Math materials are stored here in bins. Many of the bins are labeled with words and pictures so that children can put toys or math counters away when they are done. There is a table with four chairs in this center, and another storage center with more materials on the other side of the table. 12

15 Materials for the Math Center Manipulative items such as counting bears Magnetic numbers 1-5 Magnet board Poster board 8 x 11 blank paper Cardboard 8 x 11 construction paper Markers Pencils Sidewalk chalk Parquetry shapes Pegboard for large pegs Large pegs Checkers Shoe boxes Index cards Glue sticks Scissors Gardening magazines Food magazines Egg cartons Yard stick Ruler Craft sticks Brass fasteners Shells Pinecones Marbles Block 5 stuffed bunnies Pictures of each child Pictures of animals (dogs, cats, farm animals, forest animals, jungle animals) Science Center This is where you have science experiments and keep plants and animals. Provide a variety of tools and objects that children can use on their own. If you have sand and water tables, they should also be available every day. Tips You need a table and two chairs, one shelf unit, and sand and water tables, if possible. You can use sand, beans, rice, or packing peanuts in the sand table. If possible, place the Science Center under a window. The Science Center can be placed between noisy and quiet centers. The sand and water tables need to be on a tile floor for easy cleanup. Have broom and dustpan nearby so that the children can sweep up when they are finished. Have a plastic mat (a shower curtain works) to put down when using the water table. Materials for the Science Center Markers Crayons Small glass jars Pencils Wooden spoons Shoe box Shells Flower seeds Pinecones Watering can Rocks Dark construction paper 8 x11 blank paper Sand table or tub 13

16 Sand, packing peanuts, dried beans, or rice Corn starch Paper lunch bags Measuring cups Mixing bowl Small shovels Spoons Small buckets Sand sieves Water table or tub Plastic boats Clear plastic cups Funnels Cardboard box with clear plastic lid Large U-shaped magnet Iron filings Duct tape Potting soil Bowls Salt Vinegar Pennies Timer Clear plastic gallon bottle Food coloring (red, yellow, blue) Heavy duty plastic bags (1 per child) Sponges (2 per child) Straws 2 2-liter clear plastic soda bottles 1 metal washer Sandwich bags Paper towels Assortment of seeds (lima beans, peas, radishes) Tape measure Magnifying glasses Clear plastic squeeze bottle (syrup bottle) Science Center: This classroom has separate sand and water tables and a small table for discovery activities. 14

17 Block Center This is where children build and play with various kinds of building toys such as wooden and plastic blocks. The Block Center should always be available; it will probably be the most popular center in your classroom. When children build with blocks, they have many opportunities to try new things and solve their own problems. They become familiar with the concept of planning and designing structures. They learn to cooperate, share, and compromise. Sometimes children work particularly hard to build an elaborate structure, and may be reluctant to clean it up when it is time. Consider leaving it for them to return to later in the day. If this is not possible, have a camera and take a picture of the children with their structure, and post it in the Block Center. Create an area where photographs of Super Structures can be displayed. Encourage children to work together when possible to build structures. If they would rather work alone, remind them that they need to find a way to share the materials. Have a variety of accessories (cars and trucks, people, animals) for children in addition to blocks. The number of children that can comfortably play in the Block Center depends on the space you have and the number of materials. It is okay to limit this center to two children if necessary. If you set the limit for more than two, observe children in the center to see if they have enough room and materials to each build a structure; if not, change the limit to two. To stimulate children s language skills, talk with them at the Block Center, asking questions like: What are you building? Where did you get that idea? What else can you add to your building? Tips You need a carpeted area, or area rug, plus two shelves for block storage. This is the noisiest center, so place it far away from the Library and Language Centers. 15

18 Materials for the Block Center Wooden blocks Soft foam blocks Cars Trucks Airplanes Tractors Small road signs Small dolls or wooden people Garage Fire station Airport Police station Plastic animals Barn Farm house Fence Silo Paper Crayons Markers Newspaper Masking tape Cardboard Large cardboard boxes Boats Block Center: This classroom has a very large block area, with two rugs placed together to create a play space. There is one shelf unit which separates the Block area from the dramatic play area on the left. There are two storage bins in the corner for materials that do not fit on the shelves. Music Center Children love to listen to music. There are wonderful collections of music for children available, and it is important that you have many different types of music available for children to listen to each day. Different types of music can effect the classroom in different ways, so pay attention to how the children react when you play music. Sometimes you need to play something soothing, like classical music or whale sounds, to help everyone calm down. On other days, lively music can improve everyone s mood. It will take a while to figure out which selections are favorites among your children, so play a wide variety of music and talk to the children about it. 16

19 Make a class graph about favorite songs, and let children choose what music to play during center time. Be sure that the music you play is appropriate for children. Most popular music played on the radio is not appropriate for young children. Build a library of children s music, as well as classical music and music from other countries. Tips You need a cabinet or shelf to hold the instruments and CD, tape, and/or record players. You need a carpeted area where children can move and dance freely. You can use your circle time area for the music center as well. Then you can use the CD player at Circle Time, and the area can be used for music until it is time to gather for Circle Time. Music Center: This small music area is located in the Dramatic Play Center. In includes a CD player, record player, instruments, and a collection of CDs. The Dramatic Play Center has a large carpeted area that children can use to dance and move to music. The music area cabinet is on wheels, so it can be moved. 17

20 Materials for the Music Center CD, tape, and/or record players Recordings: Classical music Traditional music of different cultures Children s music Sounds from nature Scarves Bells Rhythm sticks Triangles Drums Maracas Tissue boxes Rubber bands Dramatic Play Center Paper lunch sacks Dried beans Markers Cardboard tubes Jingle bells Paper clips buttons Keys Pie plates Hole punch String or yarn Clay pots Thin rope Wooden spoons This is where children play house and enact or interpret what they learn from books, other experiences in the classroom, and other experiences in their lives. You can change the props in this area each month according to the theme. For example, when you are studying Community Helpers, you can change this center into a hospital or doctor s office. The Dramatic Play Center, along with the Block Center, will be one of your most popular centers, and should be available every day. Provide a wide variety of materials such as toy kitchen equipment, dress-up clothes for girls and boys, and baby dolls. Organize bins with labels so that children can put materials back where they belong. Limit the number of children in the Dramatic Play Center depending on the space you have. Ideally, 3-4 children should be able to choose this center together. Let the children make a mess in this center (they will!), and give them extra time to clean-up when it is time. If the mess becomes unmanageable, have a class meeting about the problem. Ask the children what they think should be done about it, and make a decision. This might mean removing some items from the center for a few days, or limiting the number of children in the center. Talk with the children at the Dramatic Play Center, asking questions such as: Tell me what you re doing. Where did you get that idea? How do you decide what to do next? 18

21 Dramatic Play Center: In this classroom, the Dramatic Play Center also serves as the Circle Time area, so the calendar and other Circle Time materials are seen on the wall. The other wall has family pictures next to the kitchen unit. Dress-up clothes are stored in the shelf unit to the right of the circle bulletin board. This storage shelf separates the Dramatic Play Center from the Blocks Center. It has bins for food and utensils that are used in the play kitchen. 19

22 Tips The thematic units in this book includes lists of appropriate props for the Dramatic Play Center. You need two shelves for storage and a small table and chairs. If possible, include toy kitchen appliances like a stove, refrigerator, and sink. Collect a variety of clothes that the children can wear, including shoes, handbags, and hats. This is a noisy center, and can be located next to the Block Center. Art Center Materials in the Art Center should be available to children every day. They should feel free to pick their own materials and use them in any way they wish without teacher direction. These child-initiated art works should be prominently displayed in the classroom. They are just as important as the teacher-directed activities that you do each week Children should never do projects that follow a teacher model. For example, if you make a penguin using a paper plate, and cut out all of the pieces and ask the children to copy the one that you made, that is a craft. It is not an acceptable art activity. Art encourages children to be creative and use their imagination. Copying a teacher model requires children to follow directions. In addition to these teacher-planned activities, the Art Center is available every day for children to use as they wish. Remember that in art, the process of creating something is more important than the final product. Let children use their imaginations and do things their own way. That is true for these teacher-initiated activities as well. Do not expect the children to copy a model or follow your instructions perfectly. Give them a general idea of what the activity is and let them go from there. Children s artwork should dominate your classroom displays. Teacher created or store-bought items (calendar, birthday poster, etc.) should be kept to a minimum. Don t waste a lot of time creating a bulletin board with items you buy in a store; use that space to display children s artwork instead. They will look at, and talk about, their artwork and the work of friends. They will not pay much attention to a teacher bulletin board. To encourage the children to make their own choices, ask questions such as: What are you making? What materials are you using? Why did you choose those materials? 20

23 Art Center: This easel shelf is on wheels, so that it can be moved and used by children on both sides of the shelf. Paper and paints are stored on the shelf below. The rack on the right is used for paintings to dry before they are put up in the classroom. Painting smocks are stored under the easel. The table is used for art projects. The floor is linoleum, perfect for easy clean-up. 21

24 Tips You need one shelf for storage of art materials. You need a table and chairs for 4 children. Collect old shirts to use as smocks. This center should be on a tile floor so that you can clean up easily, or place a shower curtain or oil cloth on the floor beneath the table and easel. Materials for the Art Center 8 x11 blank paper 8 x11 construction paper, all colors 12 x18 construction paper, all colors Tissue paper, all colors Markers, all colors Crayons, all colors Pencils Washable ink pads, all colors Tempera paint, all colors Watercolors paint Paint brushes Cups for paint Paper plates Fingerpaint Scissors Hole punch Glue Plastic drinking straws Toothpicks Marshmallows Craft sticks Tissue boxes Rubber bands Paper lunch sacks Dried beans Cardboard tubes Bells Paper clips Pie plates Paper clips Keys Buttons Spoons String Marbles Small cars and trucks Cardboard Empty plastic squeeze bottles (ketchup, mustard) Toothbrushes 8 x11 window screen, with tape around rough edges Chalk Cotton balls Food magazines Nature magazines Animal magazines Glitter Cellophane Salt Feathers Newspapers Potatoes Reading Center Each of the thematic curriculum units in this book includes a book list. By planning ahead, you can find some of the books at your local library. Try to borrow books from other teachers, ask parents to dontae to a Reading Center fund, or use some of your materials budget to purchase books. Keep the books recommended in each curriculum unit at the Reading Center throughout the month. 22

25 Library Center: This center is located next to the Writing Center, and across the room from the Block and Dramatic Play Centers. There is a small listening center here, where children can listen to books on tape using headphones. There are comfortable bean-bag chairs in this center. Tips You need a small carpet, a bookshelf for books, and two soft seats, like bean bag chairs, for children to sit and look at books. This is the quietest center in your classroom, so it should be far away from Block and Dramatic Play. Building your classroom library will take years. You might ask parents to donate some books to the Reading Center. Get Ready for the First Day After you have done the important work of establishing a daily schedule, creating the learning environment, and selecting or preparing a curriculum unit, preparing for the start of a new school year should be a pleasant job. The following tasks will make the new year smooth for you and the children. Label a File Folder for Each Child Label a file folder with the name of each child, and store them in a cabinet or box out of reach of the children. You will use these folders to store all paperwork for each child, including family emergency information, observations, and evaluations. 23

26 Each child has a cubby with a bin for extra clothes, a shelf for art work and papers to take home, and hooks for backpacks and jackets. The cubbies are next to the door so that it is easy for children to put their things away as soon as they come into the room Label Cupboards or Hooks with Children s Names Have one cubby or hook for each child. Label them with the names of the children in your class. Write these names in large, clear print so that children can learn to read them easily. Do not write the names in cursive. For the first few weeks of school, children will need help locating their cubbies or hooks. Create a Job Chart There are many jobs that children can do in the classroom. This helps them take responsibility for the things and routines in the room, and creates a sense of community. The jobs that you give will depend on what you have in your classroom. The important thing is that everyone get a chance each week to do at least one job. Some jobs that can be performed by children in every classroom include: Door Holder (Open and hold door whenever the class leaves the classroom) Light Keeper (Turn lights off when the class leaves the room; turn lights on when the class returns) Line Leader (First in line when the class goes to the playground, lunch room, etc.) Weather Reporter (Describes daily weather during Circle Time) Calendar (Puts day of the week and date on the calendar during Circle Time) 24

27 Clean-Up Monitor (Check that each center has been cleaned up before going to the playground, leaving for lunch, etc.) Other jobs may include: Gardener (Water plants) Pet Monitor (Feed and water classroom pets) Use your imagination and create jobs that will make it possible for children to be responsible for the care of the classroom. Create an Information Center for Families Set up an area for parents where they can find the information that In this classroom, the Parent Information Center is located above the cubbies at the entrance to the classroom. they need about what is happening in the classroom Have the sign-in sheet here, if parents bring children into the classroom. Post your lesson plans and daily schedule here. Post your letter to families and monthly newsletter here. Write a Letter to Your Families At the beginning of the school year, you should write a letter to your classroom families telling them a little bit about the school year. Explain the daily schedule and routine, and tell them about the centers in the classroom. A sample letter is included for each month in this curriculum. Use the samples as guides and include your own information. 25

28 Appendix. Teacher Resources Granovetter, R., & James, J. (1989). Sift and shout: sand play activities for children ages 1-6. Lewisville, NC: Kaplan Press. Hart, A. & Mantell, P. (1993). Kids make music: Clapping and tapping from Bach to rock! Charlotte, VT: Williamson Publishing. James, J. & Biggar, P. (1992). Block, bears, and building math skills. Lewisville, NC: Kaplan Press. Kohl, M.A. (1985). Scribble cookies and other independent creative art experiences for children. Bellingham, WA: Bright Ring Publishing. Matricardi, J. & McClarty, J. (2005). Group time activities A to Z. Clifton Park, NY: Thomson Delmar Learning. Moomaw, S. & Hieronymous, B. (2001). More than letters: Literacy activities for preschool, kindergarten, and first grade. St. Paul, MN: Redleaf Press. Rockwell, R.E., Sherwood, E.A., & Williams, R.A. (1983). Hug a tree and other things to do outdoors with young children. Beltsville, MD: Gryphon House. Schiller, P. (2001). Creating readers: Over 1000 games, activities, tongue twisters, fingerplays, songs, and stories to get children excited about reading. Beltsville, MD: Gryphon House. Silberg, J. & Schiller, P. (2002). The complete book of rhymes, songs, poems, fingerplays, and chants. Beltsville, MD: Gryphon House. Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement activities for three- to five-year-olds. Washington, D.C.: National Association for the Education of Young Children. West, S. & Cox, A. (2004). Literacy play: Over 300 dramatic play activities that teach pre-reading skills. Beltsville, MD: Gryphon House. Williams, R.A., Rockwell, R.E., & Sherwood, E.A. (1987). Mudpies to magnets: A preschool science curriculum. Beltsville, MD: Gryphon House. 26