If You Can Hear Me…

Clap your hands 4xClap your hands 3xClap your hands 2xClap your hands 1x

What’s Left?

Transitions, Circle Time, Field Trips, Guest Speakers, Bulletin Boards,

Name Tags, Parent Letter, Sensory Table

http://www.barney.comClean up songI love You song (TV show over)

1. CREATIVE TRANSITIONS:

• Short, Smooth movement from one activity to another. Occur many times during the day.

• Eliminates disruptive behavior which is common between activities.

• Give children a warning that transition is coming.• Relate the transition to the day’s theme or

Prepare children for what they will be doing next by using objects, words, or actions relative to the next activity.

• Be flexible and allow children extra time to complete projects, but start next activity as soon as some children are ready, the others will soon become interested.

1. Concrete Object Transition• Move concrete objects from one place to

another. This directs their attention from one activity to another.

– Putting their picture in the cubby when they are done making it directs the child from the art activity to another activity

– Hanging up their coat moves a child from an outdoor activity or arrival to an indoor activity

– Giving a child an object like playdough and telling them where to take (ie: art table) will direct them to begin an activity.

– Giving them directions (hang those washcloths on the hook) to signal the end of an activity like clean up.

2. Visual Transition• Using signals that the child can see to inform them of a

change in activity.

– Pictures on cards that you hold up• Picture of snack time instructs the child to move to the table and get

ready.– Hand motions to signal what to do next.– A clock –

• “when the big hand is on the….” or a sand timer – “when the sand is gone…”

– Blinking lights to gain children’s attention or warn children to complete the activity.

– Words on a card – • when the child sees their name they know it is their turn.

– ObjectsObjects like colored paper, stickers, cards, shapes…. To divide into groups.

3. Novelty Transition• Involve the use of unusual or new actions and devices to

move the children from one activity to the next.

– Wiggle Songs are transition (Stand up and Sing Hinges)(Stand up and Sing Hinges)– Locomotion (using motion to move)

• Walk like a heavy elephant, hop like a bunny, march, walk backwards, crawl, tip-toe, follow the leader…..

– Transportation moves: train, jet, bus…– Identification Game

• Who is wearing red today? You may go wash your hands.• Whose name starts with the letter T? You may go outside.• Hair or eye color, type of shoes, ate for breakfast…

• Consider children’s abilities and YOU also get involved.

Listen CloselyListen Closely• Sung to “Frere Jacques”

Listen closely; Listen closely.Listen closely; Listen closely.Hear my voice; hear my voice.Hear my voice; hear my voice.We are getting ready; we are We are getting ready; we are

getting ready.getting ready.Make your choice; make your Make your choice; make your

choice.choice.

Let’s BeginLet’s Begin• Sung to “Frere Jacques”

(teacher)(teacher) Are You Listening, Are Are You Listening, Are You Listening?You Listening?

(student)(student) Yes we are, Yes we are. Yes we are, Yes we are.(teacher)(teacher) Thanks for your attention, Thanks for your attention,

Thanks for your attention.Thanks for your attention.(all)(all) Let’s Begin, Let’s Begin Let’s Begin, Let’s Begin

4. Auditory Transition

• Inform the children of change through the use of sound.– Bell, timer, music, songs, a chord– Sing alphabet song slowlySing alphabet song slowly and when child

hears the first letter in his name, they move to the next task.

• Do this and come and sit down on the rug for circle time.

2. CIRCLE TIME:

• Everyone involved at the same time.– Children learn to be part of a group & participate.

• Typical events: Calendar, pledge, count kids, songs, weatherweather, introduce theme, letter of week activity, birthdays, guest speakers, story, show and tell...

• Tip Toe as quietly as possible back to your desk.Tip Toe as quietly as possible back to your desk.

3. FIELD TRIPS:

• To learn about the community, the environment, and different occupations.

• Build Vocabulary• Develop observation skills• Practice following directions while in groups• Gain new ideas for dramatic play• Plan educational goals and benefits

– Service station = To identify care of cars, To observe technicians working, To review new vocabulary words

FIELD TRIP PREPARATION:1. Stories and activities about the field trip before you go.

Need parent and student permission slips2. Call the facility3. Arrange transportation4. Time (usually takes entire class time)5. Supervision (Assign each child to a teacher)6. Nametags not used in public places. Only have name of school

and phone number.7. Food & drink (have extras for those who forgot)8. Sign (Post sign on door to remind parents ahead of time and

inform late parent)9. Camera and drawing pads for children to record trip10. First Aid Kit11. List of questions to ask and discuss after12. Thank you letter or treat if appropriate

I am going on a field trip to…I am going on a field trip to…

• Where would you go? – Snake around the room and each name a

place that begins with your assigned letter of the alphabet.

– A = airport, B = baseball field, …

• Go on an Awareness Walk

4. GUEST SPEAKERS:

• PREPARATION:– Call and make all arrangements– Age appropriate

• Go over what they will say and bring• Length of time

– Thank you note within a week

5. Bulletin Board• Types: wall, showcase, poster, banner, mobile,

3-D free standing, easel, display• Objective:

– To pose a question related to the theme– To stimulate interest or attract attention– To teach a concept related to the theme– To make an announcement– A place for the nametags to go

• Mailboxes and nametags go in them.– An interactive part of the lesson

• Use the mailboxes to “mail” letters to friends in class

Bulletin BoardEvaluated:

– Colorful (2-3 colors), bright - Simple– Neat lettering, large - Teaching concept– Clean illustrations w/ 3-d effects included in the design– Inviting to participate -Complete with a borderComplete with a border– Durable

• Preschool GROUPS: Design and illustrate an interactive bulletin board idea that could be made to go along with your group preschool theme. The design should be an exact replica of a larger version of your board.

• Explain what the bulletin board can teach the children – make it INTERACTIVE.

Make a sample border

• Take a 12” x 4” strip of paper and fold it in half to make it 6”.

• Fold again so it is 3” • Draw a picture on the 3” page making sure

that part of the picture touches the fold. • Cut out the picture avoid cutting on the fold

or it will fall apart.

6”

3”

6.6. NAME TAGSNAME TAGS(make name tags based on group (make name tags based on group

division at door)division at door)• Planning of name tags

– Plan around the theme– Plan around the bulletin board so that it can be incorporated

into the design– Child’s first and last initial– Will it be used for a small group division?– Are they durable and fun?

• Preschool GROUPS: Create Name tags for all of the preschool teachers in your group as examples of the nametags that you will make for your group lesson plan.

• Explain how these nametags can be incorporated into the bulletin board.

7. Parent LetterPreschool GROUPS: Write a parent letter That excites the child about what they will be doing during your preschool lesson. Informs the parents about what they can expect their child to be learning while at school. Remember to use the word “you” as if talking to the child. Include 3 goals you want to accomplish with your lesson. Explain at least one activity that the child will be doing. Give suggestions of topics pertaining to your lesson that the parents can discuss with their child. Include songs to sing together about the theme, list of books to read

or include a story, games to play, etc.. Provide any ideas that will allow the parent to be involved in their child’s preschool experience. Place your name(s) at the bottom of the letter. Present the letter in a creative way that goes along with your theme. Create a sample of this letter.

8. Sensory Table

• 1. Sensory areas provide children 1. Sensory areas provide children opportunities to explore using their senses.opportunities to explore using their senses.

• 2. Sensory experiences should be extended 2. Sensory experiences should be extended to other parts of the body, such as the feet to other parts of the body, such as the feet and face.and face.

• 3. Sensory tables should be located near a 3. Sensory tables should be located near a sink for quick clean up.sink for quick clean up.

• 4. Sensory table can be filled with anything: 4. Sensory table can be filled with anything: snow, sand, water, rice, mud, oobleck…snow, sand, water, rice, mud, oobleck…

REMEMBER>>>>• Learning Environment plan

Design a developmentally appropriate learning environment to go with your lesson plan. Draw how you want your preschool set up. Think about where you want all of your activities to take place, how you want the children to move throughout the preschool, how you can maintain control of activities and still allow freedom to explore.

Performance Objective #9

TOILETING ROUTINE:

• Plan as a group before and after snack or meal time.

• Be sure to have all children wash hands before snack and meal time and after toileting.

• Make sure children understand they are free to use the bathroom at any time during the day.