Marvelous Me!

Day 1	Day 2	Day 3
Day 4		Day 5

AUTHOR'S NOTE:

I recommend using this unit at the beginning of the school year. It will help the children feel comfortable since the subject matter is something they are very familiar with, themselves. There are activities include that will become routines for the rest of the school year.

The unit is written so that each page can be removed and used as a guide when teaching the activity. There is a separate section for learning center activities. These can be set up initially or added as the theme develops.

The resources that I used were what is most readily assessable to me at my location. I do not have easy access to a University or Public Library, so I relied on sources that I have collected or that are offered by the District that I teach for.

Unit Overview:

Rationale:
We are all special and unique. Children love to celebrate themselves. Children come to kindergarten with feelings, abilities and knowledge that they are anxious to share. Through this unit, they will begin to learn that they can work and play with others. There are two main areas of focus for this unit: 1) each child is special and unique with their own characteristics and name and 2) each child has 5 senses built right in that they can use to explore their world.
The topics and activities are appropriate for five-year olds. Many of the concepts are presented as learning centers. Through this active involvement, the children will be free to discuss their opinions and practice their skills. The focus on names and alphabet letters are important topics in the fall of the kindergarten year. Children may or may not be able to recognize their name, but they will benefit from the practice either way.

What I Learned About the Topic:
Kindergarten children need to use their bodies to learn about the world around them. In order to fully gain understanding of new ideas and materials, they must experience things first hand. Many of the concepts involved with self-esteem and the five senses were things that I already was aware of or that I use in my teaching. I learned that there is a large amount of information available from many sources about the five senses. I discovered many children's books that will definitely enrich this unit for the children.

Daily Outline

Day 1

I have a special name.
Sense of taste and smell.

Day 2

We are all alike, we are all different.
Sense of taste and smell.

Day 3

I like me.
Sense of touch.

Day 4

I am part of a class.
Sense of sight.

Day 5

Sense of hearing.
Unit Wrap-up.

Theme Goals:

The children will:
understand they are unique and special.
recognize that their name is a special part of who they are.
realize that they are the same as some of their friends and different from others.
realize that people come from different backgrounds and cultures.
appreciate their classmates strengths and limitations.
become aware that their bodies help them learn about the things around them.
learn that they find out about the world by using different parts of our bodies.
learn the eyes see, ears hear, noses smell, fingers tough and tongues taste.
learn that they are part of a group that can work and play together.
experience activities that are appropriate for their attention span and ability level.
celebrate themselves as they learn way in which they are unique.
realize that they each have a special day each year to celebrate growing up.
realize that they are "marvelous!"

Facts and Concepts:

All About Me:
You are special just the way you are.
You have a name that belongs only to you.
You can play and work with others.
You are the same as some other children and you are different that some other children.
People who are different from each other can still be friends.
People come from all over the world.

The Five Senses:
Our senses often work together.
Our brain takes signals from our sense organs to learn about the world.
Each eye receives its own set of images and these are combined by our brain to help distinguish size, shape, color , depth and distance.
All of the surfaces in our body have sense receptors. The most sensitive is our tongue and the least sensitive is the ball of our foot.
The outer, flexible area of the ear collects sound like a funnel.
Sound does not travel in Space. Space is quiet.
Our nose cleans and treats air before it gets to our lungs.
We can become used to an odor over time.

Vocabulary List
see
hear
taste
touch
smell
individual
special
unique
terrific
senses
same
different

Birthday Party Prop Box
The items in this prop box are to be taken out each time that a student is celebrating a birthday. The box can come out a day in advance so that children have time to decorate and make cards or it can come out the day of the birthday. It is intended to be used in the Pretend Place which is set up as a home.

Prop Box Items:

an assortment of party hats
streamers and tape
pinata
a birthday table cloth
paper for birthday cards
a sign that reads "Happy Birthday, To: and From:."
crayons and markers
envelopes
a name card for the person celebrating
candles, regular and numbers
a cake mix
mixing bowl
spoon
frosting
cake pan
apron
paper plates
napkins
cups
plastic silverware
gift bags
small empty boxes
wrapping paper
scissors and tape

Equity and Diversity:

This unit addresses differences in individuals in a positive manner beginning with how are the simple things alike and different (clothing, hair color, etc.) and introduces people with handicaps that may also be alike or different. Many of these ideas and concepts are presented through the literature suggested. The idea that people come from a variety of cultures that make them unique is also presented through literature, poetry or song. All activities are appropriate for all girls and boys. To the best of my knowledge there is nothing exclusionary included.

Emergent Reader Checklist:

Use this checklist as you observe students in the Library Corner.

Student's Name___________________

Date Observed____________________

Observed by______________________

Time student spent with book_________
Book title__________________________________________________
Student worked ___alone ____ with a partner

turns pages from left to right
uses the illustrations to predict text
uses letter/sound recognition to predict text
finger-points while reading
identifies some sight words
recreates character voices in their own way

Adapted from Celebrate Reading: My family, my friends, and me.

Evaluation Criteria:

The evaluation criteria for this activity and all activities is based on the assumption that all student are readers and writers when they come to kindergarten. By expecting that of them at the level of performance they are at gives them the signal that we believe in them. Evaluation criteria are easiest to use when listed on a clear, organized form. The criteria should measure skills appropriate for kindergarten students. The criteria should be clear and concise. They should not be vague or open to alot of teacher judgment. Comments should be added as often as necessary for the teacher to recall how the activity went.

CORE LESSON Day 1

Tasting Party
Large Group Activity

Objectives:
The child will recognize the tongue as an organ of taste.
The child will classify by taste.

Skills
Speaking/listening: engage in discussion, indicate preferences
Literacy: observe model of data recording
Science: observing, classifying, communicating
Small Motor: drawing and writing

** Check child's records for possible food allergies prior to this activity.

Materials Needed and Teacher Preparation:
Slice oranges into sections.
Prepare food: (enlist help of parent volunteers to donate and prepare food.)
sweet: melon balls, banana slices, sweet grapes
salty: salted crackers, salted peanuts, olives
sour: lemon slices, sour pickles, sour apple slices
bitter: citrus rind, unsweetened chocolate, tonic water
copies of favorite food master, see appendix page
We Wonder chart
chart divided into 4 sections: sweet, salty, bitter and sour, see Appendix page
paper plates

The Activity:
Pass out orange sections for the class to smell and taste.
Ask which part of the body we use for smelling and which part we use for tasting.
Sample the oranges.
Begin a list of questions and comments. Write them on a sheet entitled "We Wonder About Taste." Use a question mark or period.
Ask: How can we group foods by the way they taste?
How does our nose help us find out about foods?
Explain that we will be tasting foods and deciding what kind of a taste they have.
Show students the chart divided into sweet, salty, bitter and sour.
Each child chooses two foods to taste and decides which box on the chart to record them on. Record their answers as they watch you say and spell the word.
Explain that we will use paper and crayons to record what we like. It will help us to remember later.
Students write their name on their sheet.
Students draw something that they like that smells and tastes good.

CORE LESSON Day 1

Chrysanthemum by Kevin Henkes
Circle Time Activity
Textured Name Cards
Large Group Activity

Objective:
The child will understand that all names and people are unique and special.
The child begins to identify letters in their name.

Skills
Speaking/listening: story
Literacy: recognize letters in name
Small Motor: texture rub
Creativity: texture rub
Attitudes/appreciation: names are special

Materials Needed and Teacher Preparation:
9x6" cardboard rectangles, one for each child
marker
glue
paper
peeled crayons
beans and seeds
Baby Name book with name meanings
make a name template for each child on cardboard.
foam manipulative letters

The Activity:
Circle Time Activity:
Introduce the story, Chrysanthemum by Kevin Henkes, and make predictions.
Discuss how we all have a name.
Read the story.
Discuss names. Look up the meanings of several names of children in the class.
Talk about how we all have names that are special for one reason or another.
Help the child trace his template with colored glue and allow to dry. (This step could be done by teacher before hand. )
Large Group Activity:
When the name cards are ready the students can make a texture rub by laying a sheet of paper over the card and rubbing with the side of a crayon.
The students can trace the letters with their finger.
The students can use other manipulative letters and match them to the letters in their name.
The student can go to the Art Center and make a name card of their own to take home. Beans and seeds can be offered to be used in making the letters along with the glue.

CORE LESSON Day 2

Bread and Jam for Francis by Russell Hoban
Circle Time Activity

Objectives:
The child will attend to a story.
The child will describe a food using one of the five senses.

Skills
Speaking/listening: predictions, story and jingles
Music: sing or chant jingles
Creativity: create original jingle or riddle
Social skills: listen to others, take turns

Materials Needed and Teacher Preparation:
book, Bread and Jam for Francis by Russell Hoban
chart paper
marker
peanut butter and jelly sandwich squares, 1 for each child

The Activity:
Ask children to recall previous lesson about taste when they were able to taste different foods.
Introduce the story, Bread and Jam for Francis by Russell Hoban
Ask for predictions about the story.
(Optional: record the predictions on paper)
Read the story.
Check predictions. Were they accurate?
Discuss story.
Pass out peanut butter and jelly sandwich squares to everyone. Allow the children to eat them. Make a list of words to describe how they tasted.
Explain that Francis made up jingles about food. Invite the class to help make up a jingle about peanut butter and jelly sandwiches. Prompt them to include how the food looks, tastes, smells or feels. Record the class jingle on chart paper.
After modeling several jingles with the whole group, ask for individuals to share one and have the other children guess.

CORE LESSON Day 2

We are all alike . . . we are all different.
by the Cheltenham Elementary School Kindergartners.
Same and Different
Circle Time Activity

Objectives:
The child will recognize how they are the same as their peers.
The child will recognize how they are different from their peers.

Skills
Speaking/listening: naming similarities and differences, story
Science: observing
Social: taking turns
Attitudes/appreciation: accept differences in people

Materials Needed and Teacher Preparation:
book, We are all alike . . . we are all different by the Cheltenham Elementary School Kindergartners.

The Activity:
Introduce the book, We are all alike . . . we are all different by the Cheltenham Elementary School Kindergartners and explain it was written by children just like them. Ask for predictions.
Read the story.
While children are seated in a circle, invite two children (friends, if possible) to come to the front.
Have the seated children name ways that the two children are alike or the same: hair color, eye color, size, shoes, clothing, etc.
Next name differences between the two.
The teacher then say, "Oh, no, they're different, they can't be friends."
When children protest, talk about how everyone is unique, and how wonderful it is that we are different. Stress that we can be friends with others even when they are different from ourselves.

CORE LESSON Day 3

I Like Me by Nancy Carlson
Class Book
Circle Time Activity
Large Group Activity

Objectives:
The child will name a reason to feel good about themselves.
The child will complete a book page.

Skills
Speaking/listening: story
Literacy: contribute to class book
Small Motor: writing, drawing, coloring
Creativity: draw how they are special
Attitudes/appreciation: feel good about themselves

Materials Needed and Teacher Preparation:
book, I Like Me! by Nancy Carlson
white paper pages with sentence starter: "I like me because _________.", 1 per child, see Appendix page
pen
sheet protectors, 1 per child
2- 9x12" tagboard book covers
book rings
chart paper
markers in a variety of colors

The Activity:
Introduce the book, I Like Me! by Nancy Carlson and make predictions.
Read the story.
Encourage the children to name things that they like about themselves. Record them on chart paper followed by child's name. Change colors for each person to aid in copying later. Record them in such a manner that they are ready for the sentence starter "I like me because...."
Children can copy the phrase from the chart or dictate a new one for their page.
The teacher records children's dictation while they illustrate the sentence.
Bind the book by placing pages in sheet protectors and then between covers with the book rings.
Share the book with the class and place in Library Corner.

CORE LESSON Day 3

Touch Me Board and Touch Page
Circle Time Activity
Large Group Activity

Objectives:
The child will recognize that the skin is the primary organ of touch.
The child will classify objects according to texture.

Skills
Speaking/listening: participate in discussion
Literacy: write name
Science: classifying
Small Motor: touching, gluing
Social skills: taking turns, sharing

Materials Needed and Teacher Preparation:
Feeling Bag with 10-12 soft, hard, smooth and rough objects
Chart paper labeled "We Wonder"
marker
marbles, cotton balls and sandpaper squares
"Touch Me" master, 1 copy per child, see Appendix page
"I Like to Touch" master, 1 copy per child, see Appendix page
textured items/scraps for "Touch Me" page: feathers, pipe cleaners, cloth squares, wallpaper squares, cotton balls, sandpaper, corrugated bulletin board border scraps, tin foil, wax paper, quilt batting, etc.
glue
scissors

The Activity:
Have a student reach into the Feeling Bag and guess one of the objects. Pull it out to see. Give several children a turn.
Ask: Which parts of your body helps you know how something feels?
Can you feel things that touch your hands, your arms, your face?
What are some words we can use to tell how something feels?
Record responses and questions on a chart labeled "We Wonder about Touch."
Pass out marbles, cotton balls and sandpaper squares.
Invite children to take turns stating how they feel.
Record their responses on the chart.
Name and record other things that are smooth, hard, soft and rough.
Share items with different textures for the children to glue on a "Touch Me" page.
Students write their name glue their item on "Touch Me" page to display.
Discuss things in their world that are nice to touch: a pet, a blanket, skin, grass, etc.

CORE LESSON Day 4

I Spy
Circle Time Activity

Objectives:
The child will recognize the eyes as the primary organs of sight.
The child will identify some of the parts of the eye.
The child will use the sense of sight to observe some properties by which objects are characterized.

Skills
Speaking/listening: game
Literacy: read chart
Science: observe and classify
Social: take turns, cooperate with a partner

Materials Needed and Teacher Preparation:
chart paper
marker
diagram of eye including iris, sclera, pupil and eyelid, see Appendix page
enlarge eye diagram to 11x17" on copy machine
3x9 inch blank word cards for labels

The Activity:
Play "I Spy." Model the game by saying "I spy something ______. What is it?" Call on a student.
After a few rounds, ask children to play it with their eyes closed. When they conclude that they can't, ask them why.
Help children understand they their eyes are part of their body that helped them to see so that they could play.
Ask: "What do you wonder about your eyes?" Record questions on a chart labeled "We Wonder About Seeing."
Look closely at a partner's eyes. No touching!
Have children find and describe:
-the iris (colored part)
-the sclera (white area)
-the dark circle in the center of the eye (pupil)
-the eyelid
As they find each part have children repeat the name.
Display a chart/diagram of the eye and label the parts.

CORE LESSON Day 4

ABC and You by Eugenie Fernandes
Circle Time Activity

Objectives:
The child will recognize that the book has letters like the alphabet song.
The child will recognize the beginning letter of their name.

Skills
Speaking/listening: story
Literacy: letter recognition
Music: sing ABC song

Materials Needed and Teacher Preparation:
book, ABC and You by Eugenie Fernandes
ABC song chart, see Appendix page
Chart paper
marker
9x12 inch tagboard book covers (2)
8 1/2 x 11 inch paper
3 hole punched sheet protectors, 1 for each child
optional: photo of each child for book page
book rings

The Activity:
Sing the ABC song, tracking the letters on the chart as the song is sung.
Introduce the book ABC and You. Point out that each page has a name just like they have a name.
Read the story.
Talk about how each page has two words that start with the same letter.
Reread the story and have the children whose names begin with the letter on the page stand.
Write this heading on chart paper: "We are in Mrs. Kugler's Kindergarten Class. Our names begin with the letters of the alphabet. Let us introduce ourselves to you."
List everyone's name in alphabetical order like this: "My name is _______.
Transfer the information from the chart into book form.
Each student can illustrate their page with a self-portrait or photographs of each child can be used.
Publish the book by putting the pages into the sheet protectors, putting on covers and binding with book rings.
Place both books, trade book and class book, in the Library Corner.

CORE LESSON Day 5

Listening Time
Circle Time Activity

Objectives:
The child will recognize the ears as the primary organs of hearing.
The child will identify some different kinds of sounds.

Skills
Speaking/listening: hearing taped sounds and identifying
Science: observe and classify
Large Motor: use big paper ears
Social: take turns, raising hand to speak

Materials Needed and Teacher Preparation:
environmental sound tape
tape player with counter
prepare several sets of oversized tagboard ears, see Appendix page
chart paper
marker
5 noisemakers: cymbal, bell, drum, triangle, clicker

The Activity:
Seat children in circle.
Play a sound from the tape. Remind students to raise hands. Call on someone to identify sound. Repeat for several more sounds.
Discuss what helps us hear.
Ask: How do our ears help us hear?
Record answers on chart labeled "We Wonder About Hearing."
Have children look closely at a neighbor's ear.
Describe what they see and record their answers.
Demonstrate how to use the large ears, holding them behind your ears.
Pass out two pair.
Make a noise twice, once with ears on and once with them off.
Do children notice that the large ears help them collect more sound?
Give many children a chance to use the paper ears.

CORE LESSON Day 5

A Button in Her Ear by Ada Brown
Talk about Hearing
Circle Time Activity

Objectives:
The child will use oral language appropriate for age, language background and dialect.
The child will recognize and respect differences in people.

Skills
Speaking/listening: story and sharing
Attitudes/ appreciation: differences in people

Materials Needed and Teacher Preparation:
book, A Button in Her Ear by Ada Brown
variety of hearing devices: hearing aid, amplification items, headphones
cotton balls and ear plugs

The Activity:
Introduce the story, A Button in Her Ear by Ada Brown and ask for predictions.
Read the story.
Guide a discussion in which children become aware that some people have difficulty hearing. Inform children that they are things available to help them hear better.
Share the hearing devices.
Have children put cotton or ear plugs in their ears. (Remember hygiene.) Discuss how they could find out about things around them without the ability to hear with their ears.

Peanut Butter Modeling Dough
Small Group Activity

Objectives:
The child will follow a recipe.
The child will handle food in a sanitary manner.

Skills
Speaking/listening: follow sequence of recipe
Literacy: read recipe
Math: count tablespoons
Small Motor: manipulate dough
Social: wash hands, respect others food
Attitudes/ appreciation: try new food

Materials Needed and Teacher Preparation:
ingredients (one recipe for each 4-6 children)

Peanut Butter Modeling Dough Recipe:
1 18 oz jar of peanut butter
6 tablespoons of honey
nonfat dry milk
chocolate chips, M & M's, or raisins for decorating
1. Put peanut butter and honey in bowl.
2. Stir.
3. Stir in dry milk 1 tablespoon at a time
until dough reaches desired consistency.

paper plates labeled with each child's name
soap and water
mixing spoon
mixing bowl
tablespoon

The Activity:
In a small group of 4-6 children, show children ingredients and recipe.
Invite children to help in recipe preparation.
Wash everyone's hands.
Prepare dough.
Put a piece of dough on a paper plate labeled with child's name for the child to manipulate.
Decorate with chocolate chips, M & M's or raisins.
Set dough aside for snack time.
Follow these directions for each group.

Foods I Like
Art Center Activity

CENTER ACTIVITY

Objectives:
The child will choose and cut out pictures of food they like or would like to taste .

Skills
Small Motor: cutting and pasting
Creativity: collage

Materials Needed and Teacher Preparation:
Prepare center with magazines, 9x12 inch paper, scissors and glue.

Smell Cups
Science Center Activity

CENTER ACTIVITY

Objectives:
The child will record likes and dislikes based on smell.

Skills
Speaking/listening: understanding directions
Math: classifying
Science: observing, classifying, communicating
Small Motor: cutting and pasting

Materials Needed and Teacher Preparation:
4 covered smell cups: 1) cinnamon sticks, 2) orange segments, 3) vinegar, 4) onion
graphing Master for each cup, see Appendix page
smiles and frowns master, see Appendix page
container with smiles and container with frowns
color code graphs and cups
glue stick

The Activity:
Explain to children that they will decide if they like the smell in the cup or dislike it.
Students will smell the cup.
Students will choose a happy face if they like the smell, a sad face if they don't.
Students will glue their smile or frown on the graph that matches the cup.
Students will smell all four cups.
After everyone has visited the center or at the close of center time, share the results with the group. Discuss why some were favorites and some were not.
Post the results with a picture of what was in the cup.

Guess that Smell
Science Center Activity

CENTER ACTIVITY

Objectives:
The child will match 2 containers based on smell.

Skills
Math: make a pair, compare
Science: observe, classify

Materials Needed and Teacher Preparation:
film canisters, 2 for each scent offered
push pin for poking hole in canister cover
scent materials, any variety
vanilla,lemon, orange, peppermint, garlic, cinnamon sticks, coffee grounds,
perfume or aftershave, and cocoa.
cotton balls, for extracts
place scent in canister, making a pair
mark the bottoms of matching pairs with the same symbol or sticker

The Activity:
Discuss that our sense of smell can help us identify what something is. Stress that it is not okay to smell something up close unless we know it is safe. Never smell cleaner or any other unknown object up close. Explain that the containers in the center are safe to smell up close.
Model how to smell the container and find a match.
Students smell and match containers.
Students can check their matches by looking at the bottom.

Scent-sational Soap Scenes
Art Center

CENTER ACTIVITY

Objectives:
The child will experiment with alternative drawing materials.

Skills
Science: observing
Small Motor: draw with soap
Creativity: create picture

Materials Needed and Teacher Preparation:
variety of soap bars in different sizes, shapes, scents and colors.
black or dark blue construction paper
white crayon for name writing
arrange center with a labeled basket for each item

The Activity:
Provide soap bars in different sizes, shapes, scents and colors.
Introduce the activity by passing soap around and letting children touch and smell the soap.
Demonstrate how to draw with soap.
Explain the materials are in the Art Center.
Students write name on dark paper with white crayon.
Students create picture.
Students display artwork on bulletin board in Art Center.

Textured and Scented Painting
Painting Center

CENTER ACTIVITY

Objective:
The child will experiment with a variety of textured materials when painting.
The child will experiment with a variety of scented paint when painting.

Skills
Literacy: name writing
Small Motor: painting
Creativity: painting

Materials Needed and Teacher Preparation:
painting center (easel, paint and cups, brushes, paint shirts, paper)
scented materials added to paint:
orange - orange extract
yellow - lemon or banana extract
green - mint extract
red - strawberry extract
brown - chocolate extract
black - anise extract
texture materials added to paint:
sawdust, sand, coffee grounds, cinnamon, sugar, flour

Smelly Names
Alphabet Center/Name Center

CENTER ACTIVITY

Objective:
The child will trace their name with glue.

Skills
Literacy: identify name
Small Motor: gluing and shaking

Materials Needed and Teacher Preparation:
Tagboard name cards with name of child printed in black marker
shakers of Jello powder, a variety of flavors and colors that will smell pleasant
school glue in a 2 oz. bottle
pop flat box
12 x 18 inch paper
one bowl for each Jello powder flavor
tablecloth or paper for drying mat

The Activity
The teacher demonstrates to students first.
Find name card.
Place name card on 12 x 18 inch paper in pop flat box.
Trace name with glue.
Shake Jello powder on name.
Tap excess Jello powder onto paper.
Pour excess Jello powder back into correct bowl. (Teacher will transfer excess Jello powder back into shaker with funnel).
Lay name card out to dry.

Touch Quilts
Art Center

CENTER ACTIVITY

Objective:
The child will compare and recognize different textures.

Skills
Speaking/listening: story
Literacy: write name
Math: lay out design
Science: observe textures
Small Motor: arrange design, glue
Creativity: create design
Social skills: share, work together in center

Materials Needed and Teacher Preparation:
3" fabric squares with different patterns, textures and colors: denim, corduroy, satin, nylon, fur, etc.
10" x 10" tagboard squares
glue
organize materials in labeled baskets

The Activity:
Provide materials in center.
Teacher provides instruction and appropriate models.
Child chooses squares and lays them out in design.
Child writes name on back of tagboard.
Child glue squares onto tagboard.

Touch Game
Game Center

CENTER ACTIVITY

Objective:
The child uses sense of touch to guess object.

Skills
Small motor: touching
Social: taking turns, working with a partner

Materials Needed and Teacher Preparation:
at least 2 white tube socks
bag or box of 20 or more small, familiar objects

"Pease Porridge Hot"
Circle Time Activity

Objectives:
The child identifies rhyming words and words with opposite meanings.
The child matches spoken to printed words.
The child participates in a cooperative reading experience.

Skills
Speaking/listening: poem
Literacy: match speech to print, rhyming
Large Motor: clapping
Social: taking turns

Materials Needed and Teacher Preparation:
Poem chart:
Pease Porridge Hot
by Mother Goose
Pease porridge hot,
Pease porridge cold,
Pease porridge in the pot
Nine days old.
Some like it hot,
Some like it cold,
Some like it in the pot nine days old.
pointer or wand

The Activity:
Share poem, tracking print as poem is read.
Invite children to join in.
Point out rhyming words.
Invite children to clap as it's read again.
Discuss the opposites to taste and touch: hot and cold.

Anno's Counting Book by Mitsumasa Anno
*Circle Time Activity
Math Center Activity

CENTER ACTIVITY

Objectives:
The child becomes aware of a variety of literature genres.
The child counts to 10 using one to one correspondence.

Skills
Speaking/listening: listen to story
Literacy: track print, book front to back
Math: count to 10 using one to one correspondence
Social: take turns

Materials Needed and Teacher Preparation:
book, Anno's Counting Book, by Mitsumasa Anno
textured objects, 10 of each: cotton balls, buttons, plastic letters, etc.
number cards for 1-10

The Activity:
Read and discuss the story, Anno's Counting Book, by Mitsumasa Anno.
Show the child a number and have them count out objects to match using sense of touch.
Offer several children the chance to participate.
Put materials at the Math Center along with other counting books.

Touch Walk
Large Group Activity

Objectives:
The child will recognize that feet can touch.
The child will express feelings with words.

Skill
Speaking/listening: describing words
Large Motor: walking
Social: taking turns

Materials Needed and Teacher Preparation:
Create an obstacle course in the classroom out of a variety of textures:
carpet, cold tile, aluminum cookie sheet, plastic "prickly" welcome mat, shower
curtain, newspaper, corrugated cardboard, rag rug, fake fur, etc.
chart paper
marker

Touching Textures
Science Center

CENTER ACTIVITY

Objectives:
The child will compare objects.
The child will classify objects by texture.

Skills
Literacy: look at/read labels
Science: compare, classify, infer
Social: share

Materials Needed and Teacher Preparation:
dishes of a variety of materials: noodles, clay, sand, dry cereal, yarn scraps, etc.
a sign with texture words: soft, hard, rough, smooth, see Appendix page

The Activity:
The teacher should model how to use this center.
The children can touch objects to find out texture.
The children will close their eyes and talk about the texture.
The children will try to name other objects that have the same texture: hard, soft, smooth, or rough.
The children will clean up the area.

Rainbow in a Bag
Game Center

CENTER ACTIVITY

Objective:
The child will use touch and sight to mix colors.

Skills
Science: observe
Small Motor: squish bag
Social skills: sharing

Materials Needed and Teacher Preparation:
Make several Rainbow Bags:
5 tablespoons cornstarch
1/2 cup of water
a few drops of two different primary colors of food coloring
* mix in quart-size ziploc bag
* add 1/2 cup vegetable oil to bag
* seal bag and tape zipper edge with clear book tape
book, A Rainbow of My Own by Don Freeman.

Touch and Find
Game Center

CENTER ACTIVITY

Objectives:
The child will copy a pattern.
The child will choose items based on touch only.

Skills
Math: copy a pattern
Science: observe
Small Motor: touch
Social: take turns

Materials Needed and Teacher Preparation:
2 different gift bags with identical objects inside
a variety of identical items, 2 of each:
corks, bottle caps, marbles, paper clips, buttons ,checkers, small wooden beads
or blocks, crayons, feathers, small toy cars, erasers, pebbles, pennies, keys, etc.

Is it rough? Is it smooth? Is it shiny? by Tana Hoban
Large Group Activity

Objectives:
The child will recognize texture all around.

Skills
Speaking/listening: story
Science: observe
Small motor: texture rubbing
Large Motor: texture walk

Materials Needed and Teacher Preparation:
book, Is it rough? Is it smooth? Is it shiny? by Tana Hoban
A variety of objects to make rubbings:
grained wood, screened wire, a brick, textured wallpaper, sandpaper, floor or
ceiling tiles, burlap, etc.
paper, folded to create 8 sections, see Appendix page
peeled jumbo crayons

The Activity:
Introduce the story, Is it rough? Is it smooth? Is it shiny? by Tana Hoban and make predictions.
Read the story.
Practice making texture rubs in the classroom.
Fold a large sheet of paper into 8 sections.
Go on a texture walk around the school or outside.
Find textures and make a rubbing of them.
Back in the classroom, an adult or the child can label each rubbing section.

Making Instruments
Art Center

CENTER ACTIVITY

Objective:
The child will follow picture directions to make an instrument.

Skills
Literacy: follow picture directions
Math: measuring
Music: use instrument, sing chant
Small Motor: make instrument
Large Motor: play instrument
Creativity: decorate tube

Materials Needed and Teacher Preparation:
toilet paper tubes
wax paper squares
rubber bands
markers
sound makers: rice
tablespoon

Chester's Way Story and Disguised Voices Game
Circle Time

Objectives:
The child will listen to a story.
The child will take turns playing a game.
The child will use their ears to identify voices during the game.

Skills
Speaking/listening: story and game
Literacy: prediction chart
Social: take turns

Materials Needed and Teacher Preparation:
book, Chester's Way by Kevin Henkes
sentence strip that says "No, Chester is not home now."

Record Children's Voices
Large Group Activity

Objectives:
The child will complete a sentence.
The child will speak clearly into tape recorder.
The child will identify voices using the sense of hearing.

Skills
Speaking/listening: repeat sentence speaking clearly
Literacy: complete sentence
Social: raise hand before speaking

Materials Needed and Teacher Preparation:
tape recorder with microphone
blank cassette tapes
sentence strip that reads "My favorite food is _________ because __________."

Hearing Patterns
Transition Activity

Use this activity while students are preparing for another activity or when there is a few moments to use before the next activity.

Objective:
The child will direct their attention to the teacher.
The child will recognize, create and repeat a pattern.

Skills
Speaking/listening: hearing the pattern
Math: recognizing, repeating or creating a pattern
Small Motor: repeating pattern
Large Motor: repeating pattern
Creative: creating a pattern

Materials Needed and Teacher Preparation:
None

Name That Song
Circle Time Activity
Music Activity

Objectives:
The child will use the sense of sound to identify a song.

Skills
Speaking/listening: hearing songs
Music: recognize song
Social: taking turns, raising hands

Materials Needed and Teacher Preparation:
tape recorder
blank cassette tape
tape 10-15 seconds of songs that children are familiar with (use Treasury of Literature Tape)

The Activity:
Instruct the children that when they recognize the song and know it's name they should raise their hand before they say the answer. The teacher will call on one person.
Play the tape for one song segment.
Call on a child to name the song.
Repeat.
Remind students that they are using their sense of hearing.

The Listening Walk by Paul Showers
Circle Time Activity
Large Group Activity

Objective:
The child will listen to the story.
The child will participate in a listening walk and identify sounds from outside the classroom.

Skills
Speaking/listening: story and walk
Literacy: recall story events, list sounds heard
Large Motor: walk
Social: stay with the group outside

Materials Needed and Teacher Preparation:
book, The Listening Walk by Paul Showers
chart paper
marker

The Activity:
Introduce the book, The Listening Walk by Paul Showers and make predictions.
Read the book.
Discuss what was heard and list items on chart paper.
Go on a listening walk around the school grounds, inside and outside.
Back in the classroom, recall what was heard and make a list.
Put the book in the Library Corner.

Arthur's Eyes by Marc Brown
Talk about Vision
Circle Time Activity

Objectives:
The child will use oral language appropriate for age, language background and dialect.
The child will recognize and respect differences in people.

Skills
Speaking/listening: story and sharing
Attitudes/ appreciation: differences in people

Materials Needed and Teacher Preparation:
book, Arthur's Eyes by Marc Brown
variety of eye wear

The Activity:
Introduce the story, Arthur's Eyes by Marc Brown, and ask for predictions.
Read the story.
Guide a discussion in which children become aware that some people have difficulty seeing. Inform children that they are things available to help them see better.
Share the eye wear.
Have children cover their eyes or wear a blindfold. Discuss how they could find out about things around them without their eyes.

Eye Color Picture Graph
Large Group Activity

Objective:
The child will identify their eye color.
The child will make and read a picture graph.

Skills
Math: make and read graph
Small Motor: make picture, write name

Materials Needed and Teacher preparation:
eye coloring master, one for every six children, see Appendix page
graphing grid labeled with brown, green, blue and black, see Appendix page
mirror
glue stick

The Activity
Have children determine their eye color using the mirror.
Children color their eye picture the right color and write their name.
Display the graphing grid and explain how we will graph our eye color.
Glue picture on graph one at a time. The teacher directs this.
Read the graph and determine which eye color do most of us have, the least of us, how many of each, how many more green than blue, any ties, etc.
Display the graph in the classroom.

Grouping Buttons
Math Center

CENTER ACTIVITY

Objective:
The child will classify buttons based on their observable characteristics.

Skills
Literacy: write labels
Math: classify
Science: observe and classify
Small Motor: write and sort buttons
Social: take turns

Materials Needed and Teacher Preparation:
buttons
sorting tray or bowls
3x9 inch cards for labels
marker
Activity card that reads: see Appendix page
1. Look at and feel the buttons.
2. Put the buttons into groups.
3. Name each group.
Buttons, Buttons book
arrange the center

The Activity:
Explain the center materials to the class.
Show and read the activity card.
Read the book, Buttons, Buttons.
Model how to make a label card to use with their sorting rule.
Tell children center will be open during Center Time.

Dots, Spots, Speckles, and Stripes by Tana Hoban
*Circle Time Activity
Art Center

CENTER ACTIVITY

Objectives:
The child will recognize different patterns in clothing.
The child will sort different patterns.

Skills
Speaking/listening: story
Math: sort and classify
Science: observe and classify
Small Motor: cutting and pasting
Social: sharing materials

Materials Needed and Teacher Preparation:
magazines for cutting
paper
clothing with dots, stripes, solids, plaids or checks, and prints
book, Dots, Spots, Speckles, and Stripes by Tana Hoban
word/picture cards for dots, stripes, solids, plaids or checks, and prints.
bulletin board labeled: "Dots, Spots, Speckles, and Stripes"
scissors
glue

The Activity:
Display clothing with a variety of patterns. Discuss.
Introduce the book Dots, Spots, Speckles, and Stripes by Tana Hoban and make prediction.
Read the story.
Discuss the different patterns in the story.
Demonstrate how to search in a magazine to find a picture of clothing and cut it out.
Have children find pictures of clothing that have the same pattern. Glue them down and label the collage using the word cards to copy from.
Tell the children the materials will be at the Art Center.
Include the book in the Library Corner.
Display the collages on a bulletin board labeled: "Dots, Spots, Speckles, and Stripes"

Who is Missing?
Transition Activity

Use this activity while students are preparing for another activity or when there is a few moments to use before the next activity.

Objectives:
The child will use their eyes to determine differences.
The child will identify who is missing.

Skills
Speaking/listening: game
Math: attributes
Science: observe
Social: wait for a turn

Materials Needed and Teacher Preparation:
none

The Activity:
Ask for a helper.
Have the helper sit in front with their back to the group.
Silently choose another child to leave the group.
Have the helper turn and try to identify who is missing.
The class can give clues if needed.
Ask questions such as: Is it a boy or a girl? What color hair does the person have? What color shirt was the person wearing?
Let children know that the game "Guess Who?" will be in the Game Center. This game for 2 players has the children use language to guess who their opponent is hiding.

Look Again! by Tana Hoban
Circle Time Activity
Large Group Activity

Objectives:
The child will follow directions.

Skill
Speaking/listening: story, follow direction
Literacy: make a book
Science: observe
Small Motor: cutting and writing
Creativity: create book page
Social: waiting for a turn
Attitudes/appreciation: others work

Materials Needed and Teacher Preparation:
book, Look Again! by Tana Hoban
magazines
9x12 inch manila paper
peek-a-boo cutting master, see Appendix page
stapler
scissors
glue stick
2 book rings

The Activity:
Circle Time:
Introduce the book, Look Again! by Tana Hoban and make predictions.
Discuss how to guess.
Read the story, pausing to guess on each page.
Large Group:
Pass out magazines.
Each child chooses a large picture for their book page.
Cut out picture and mount on manila paper with glue stick.
Explain how to cut on the heavy black line and how to stop without cutting all the way to edge of paper.
Pass out cutting master and have children cut.
Staple cutting master to manila sheet.
Each child writes their name on their book.
Put these "books" on a book ring and place in library corner.

Look! Look! Look! by Tana Hoban
Look! Look! Look! Class Book
Circle Time Activity
Large Group Activity

Objectives:
The child will make a page for the class book.
The child will follow direction.
The child will use the sense of sight to guess what the hidden picture is.

Skills
Speaking/listening: story, follow directions
Literacy: book parts, left to right
Science: observe, hypothesize
Small Motor: cutting, writing, gluing
Social: raise hands
Attitudes/appreciation: accept others work

Materials Needed and Teacher Preparation:
book, Look! Look! Look! by Tana Hoban
magazine pages with large objects
black construction paper with window cut out, 1 per child, see Appendix page
black construction paper with a large X where the window would be, 1 per child, see Appendix page
story strips that say: ( 1 set for each child), see Appendix page
"Look! Look! Look!"
and
"It is an ______________.
By __________."
paper punch
book rings
glue stick

The Activity:
Circle Time:
Introduce Look! Look! Look! by Tana Hoban and make predictions.
Discuss how to guess and raise hands when we want to answer.
Read the book.
Discuss how the pictures are unique with a hidden window.
Large Group:
Each child chooses a picture and cuts around it.
Glue picture to construction paper on the X.
Complete the story strip blanks with the name of the object and child's name. (Teacher can write words on the board or post its or encourage invented spelling.)
Glue story strip on page with glue stick.
Pass out window page and second story strip.
Glue strip to page with glue stick.
Punch holes on small x.
Put all pages on a book ring.
Place story in the Library Corner.

See for Yourself
Circle Time Activity

Objectives:
The child will experience what vision impairment may be like.
The child will use oral language to participate in group discussion.

Skills
Speaking/listening: discussion
Attitudes/appreciation: understanding of those with a vision impairment

Materials Needed and Teacher Preparation:
several pair children's size glasses or sunglasses
wax paper
cover lenses of glasses with wax paper

The Activity:
Explain that we will wear glasses that will make it more difficult to see.
Pass out several pairs of glasses and have children wear them.
Continue with daily activities (as long as they don't pose a danger to glasses wearers.)
Give glasses to other children.
After everyone has had a chance to wear the glasses, discuss:
Could you still hear, think, talk and listen with the glasses on?
What could you see?
Were you just as smart as you are now?
If someone were mean to you, would it have hurt your feelings?
What things were difficult for you to do?
What things could you do just as well?

Goldilocks and the Three Bears Read-Aloud Story
*Circle Time Activity
Dramatic Play Center

CENTER ACTIVITY

Objectives:
The child will be introduced to the five senses.
The child demonstrates a sense of story structure.
The child tracks print from left to right.
The child matches spoken to written language.

Skills:
Speaking/listening: story
Literacy: tracking print, recall story, story structure
Social: take turns

Materials Needed and Teacher Preparation:
story master, Goldilocks and the Three Bears , see Appendix page
chart paper and marker
sentence strips with picture clues for the following phrases:
This porridge is too hot!
This porridge is too cold!
This porridge is just right.
I think I'll eat it all up.
This bed is too hard!
This bed is too soft!
This bed is just right.
pocket chart

The Activity:
Have children pantomime going on a walk in the woods. Describe what they will see and hear as they walk along, encourage them to smell the flowers and pine trees. As their walking they see something big, a bear. Describe how the bear looks, what noises they make, and how bears would feel if they touched them. Return home safely.
Tell the children the title of the story. It will be familiar to many of them so allow time for them to tell what they know about the story.
Read the story using the story master.
Discuss what Goldilocks saw, heard, smelled, tasted and felt in the Three Bear's house. Ask the students to share what we might see, hear, taste, touch or smell in their house if we visited.
Display the sentence strips in a pocket chart.
Read the sentences and have children identify what story they are from.
Model how to finger point as the sentences are read.
Have the children read the sentences pretending they are Papa, Mama and Baby Bear.
Dramatic Play Center
Add these props so that children may reenact Goldilocks and the Three Bears:
Three bowls and spoons: small, medium and large.
Three chairs: small, medium and large.
Three blankets: one thin (hard), one thick and fluffy comforter (soft), and one child-sized

My Five Senses by Aliki
*Circle Time Activity
Game Center

CENTER ACTIVITY

Objectives:
The child responds to literal, inferential and experiential questions.
The child uses increased vocabulary.
The child sorts objects based on the five senses.

Skills:
Speaking/listening: story, answer questions
Math: sort pictures
Science: observe and classify

Materials Needed and Teacher Preparation:
book, My Five Senses by Aliki
picture cards or magazine pictures of things that you can see, hear, smell, taste, or touch
Words cards for: see, touch, hear, smell, taste.

The Activity:
Circle Time:
Introduce the story My Five Senses by Aliki and make predictions.
Read the story and discuss.
Show children picture cards and help them decide which senses they would use to help them identify each object.
Repeat several times.
Game Center:
Place word cards and picture cards in center for the children to sort.

Five Senses Badges
Art Center

CENTER ACTIVITY

Objectives:
The child will cut on the line.
The child will thread yarn in badge.

Skills
Literacy: identify sense, read activity chart
Small Motor: cutting, threading
Social: sharing, helping

Materials Needed and Teacher Preparation:
cutting master, see Appendix page
yarn cut into 24" pieces
scissors
crayons
paper punch

The Activity:
Children color badges.
Children cut out badges.
Children punch hole in badge.
Children thread yarn through hole in badge.
Children tie yarn.

Senses Achievement Award
Small Group Assessment Activity

At the conclusion of the unit activities, each child can be presented with an Achievement Award when they successfully identify which body part goes with each sense.

Materials Needed and Teacher Preparation:
assessment checklist master, see Appendix page
Achievement Award master, 1 copy per child, see Appendix page

The Activity:
Ask each child to point to and name the body part they use for:
seeing
hearing
touching
tasting
smelling
Record their answers on the checklist.
If successful, present with certificate.
If a child needs more help, arrange a time to visit a center that addresses the sense they don't know and work with them there. Then recheck.

I am Eyes (Ni Macho) by Leila Ward
Circle Time Activity

Objectives:
The child will recall items from the story.
The child will recognize that spoken words can become written words.

Skills
Speaking/listening: story
Literacy: make a list
Science: observe
Social: take turns
Attitudes/appreciation: other cultures and places

Materials Needed and Teacher Preparation:
book, I am Eyes (Ni Macho) by Leila Ward
chart paper
marker
pictures that show people and places of Africa

The Activity:
Introduce the book I am Eyes (Ni Macho) by Leila Ward and make predictions.
Read the story.
Discuss things that the girl and her father see.
List those things on a chart paper.
Star the items on the list that we could see where we live.
Place the book in the Library Corner for Center Time.

I Have a Feeling Boxes
Science Center

CENTER ACTIVITY

Objectives:
The child will sort items based on their sense of touch.

Skills
Literacy: recognize box
Science: observe, classify
Social: share, work together

Materials Needed and Teacher Preparation:
4 shoe boxes with covers labeled with word and sample object:
hard, soft, rough, smooth
assortment of items that are:
hard and soft: wood, cotton, fur, shells, carpet, a ball of yarn, a feather, blocks,
pennies, plastic utensils or cups, marbles, a metal toy car, a small stuffed
animal, and a doll sweater.
rough and smooth: pine cones, bark, a variety of fabrics, sandpaper, metal, etc.

The Activity:
Children should look at their clothing to see if their is anything hard or soft.
Discuss the sorting boxes.
Model how to choose an object, touch it, say if it is hard or soft, and place it in the correct box.
Pass the boxes around the group.
Place all the items in the Science Center.
Put only the hard/soft or rough/smooth in the Science Center at first so that it is a less complex task. After the children have practiced, add the second set if appropriate.

Read our Names
Writing Center

CENTER ACTIVITY

Objectives:
The child will recognize their own name.
The child will match pictures and names.

Skills
Literacy: read cards
Small Motor: write own name and others
Creativity: draw self and friends
Social: sharing
Attitudes/appreciation: individual names

Materials Needed and Teacher Preparation:
pictures of each child or photocopy of picture
sentence strips with students names
put each child's name and picture on a card
punch hole and put all cards on book rings

The Activity:
Place the name and picture book in the Writing Center.
Encourage children to draw a picture of their friends and write their friend's names.

Match Names Mat
Game Center

CENTER ACTIVITY

Objective:
The child will match names in print.

Skills
Literacy: name recognition, letter/word matching
Large Motor: game
Social: sharing

Materials Needed and Teacher Preparation:
large vinyl tablecloth
tagboard name cards with class names
Prepare tablecloth:
draw square grid with enough squares for each student
write students names, one in each square
Optional: photocopied photographs of each child

The Activity:
The children lay out the tablecloth on the floor.
The children use the name cards and match them to the names on the table cloth.
The children try to read each name as they match it.
Optional: tape a photocopied picture of each child onto tablecloth by their name.

How Many Letters? Name graph
*Large Group Activity
Math Center Activity

CENTER ACTIVITY

Objectives:
The child will count the letters in their name.
The child will use one to one correspondence to match cubes to letters.

Skills
Literacy: letter and name recognition
Math: one to one correspondence, counting, graphing, number recognition
Science: collecting, recording and interpreting data
Small Motor: manipulate cubes
Social: take turns

Materials Needed and Teacher Preparation:
name card for each child with letters spaced generously
linking cubes
graphing grid labeled: "How Many Letters in our Names?" with column headings for 1,2,3,4,5,6,7,8,9, and 10. see Appendix page
marker
photocopies of children photographs with their names on them cut to fit on graph
glue stick

The Activity:
Pass out name cards.
The children will count the letters in their names.
Discuss how many letters they counted.
Model how to cover one letter with one cube.
Pass out linking cubes one at a time to the children.
Continue to pass out cubes as needed until children have names covered.
(By passing one at a time, it will better allow the teacher to teach one to one correspondence and monitor it.)
Count the cubes and letters. Make towers and count together again.
Encourage children to compare names, towers and numbers.
Ask children one at a time how many letters are in their name. Let them come to the graph and glue their photo in the correct spot.
Collect materials.
Place name cards, graph and cubes in the Math Center.

Name Cheers
Circle Time Activity

Objectives:
The child will name letters in their name.
The child will participate in cheers led by others.

Skills
Speaking/listening: lead cheer
Literacy: name letters
Large Motor: cheer
Social: take turns
Attitudes/appreciation: accept everyone's abilities

Materials Needed and Teacher Preparation:
name cards

The Activity:
Model how to lead a cheer for a name. "Give me a (first letter), Give me a (second letter), etc."
Encourage children to repeat after you.
Ask for volunteers to lead a cheer for their name.
Hold their name card for all to see while student leads others in the chant.
Continue to ask for volunteers. Do not force anyone to participate that isn't comfortable. Instead, lead the cheer of their name for them

Interactive Bulletin Board
Circle Time Activity

This activity can be used daily through out the year, if desired

Objective:
The child will recognize their name.

Skill:
Literacy: name recognition
Small Motor: pin name to board
Social: take turns

Materials Needed and Teacher Preparation:
bulletin board labeled: "Here Today" and "Come Back Soon", see Appendix page
photographs of each child
name strips for each child
push pins

The Activity:
All name cards are at the bottom of the board in the "Come Back Soon" section. Children choose their name strip and move it to their picture.
Attendance can be taken from the board.
Children can read the names of students who present and absent together.
At the end of the day all cards need to be moved back down by the teacher or a student helper.
If there are two groups of kindergartners, the labels can be color coded to distinguish groups.

Class Capital Letter Book
*Large Group Activity
Library Center Activity

CENTER ACTIVITY

Objective:
The child will recognize the first letter in their name.
The child will associate themselves with a group.

Skills
Literacy: read names
Math: sort
Attitudes/appreciation: recognize group

Materials Needed and Teacher Preparation:
camera and film
plastic sheet protectors
9x12" tagboard book covers
book pages by letter with all children listed by first letter in their name

The Activity:
Group children by the first letter in their name.
Take pictures of the children. All of the names which begin with A will be in a small group picture. Continue with all letters of the alphabet.
Develop the film. Get doubles if possible for use in another project.
Create book pages which display a large sample letter and then list the names of the children whose names begin with the same letter.
Add the group photo to the page and put it into sheet protector.
Add the covers and bind the pages with book rings.
Place the book in the Library Center.
When new students arrive be sure to get a picture of them in a group to add to the collection.

Alphabet Letter Pretzels
Large Group Activity

Objectives:
The child will recognize the first letter in their name.
The child will follow directions.

Speaking/listening: follow directions
Literacy: read recipe
Math: measuring
Science: observe
Small Motor: form pretzel
Large Motor: stir dough
Social: practice good hygiene

Materials Needed and Teacher Preparation:
name cards
parent volunteer, 1 or 2
baking sheets
parchment paper
marker
books, Chicka, Chicka, Boom, Boom by Bill Martin, Jr. and John Archambault or Alphabetics by Suse MacDonald
ask the kitchen staff for help baking the pretzels in their big ovens

Alphabet Letter Pretzels Recipe
2 cups flour 1 T. Sugar
3/4 cup to 1 cup water 1 egg
course salt, optional
Mix flour, water and sugar. Knead sticky dough on a floured surface. Divide
dough into 8 to 10 pieces. Form the dough. Brush with egg and sprinkle with
salt. Bake at 400º until brown.

The Activity:
Pass out children's name cards. Have them identify the capital letter at the beginning of their name.
Have the students help prepare the dough. Then working in a small group at a table with the help of a volunteer they will make their own letter pretzel for the first letter in their name.
Lay the pretzel on a baking sheet covered with parchment paper. Write the child's name with marker on the parchment paper.
Add course salt, if desired.
When the letter pretzels are complete, carry the trays to the kitchen and have the kitchen staff bake the pretzels and let them cool.
While the pretzels are baking read the story Chicka, Chicka, Boom, Boom by Bill Martin, Jr. and John Archambault or Alphabetics by Suse MacDonald. Have the students identify the first letter in their name as it appears in the story.
Eat the pretzels at snack time or send them home in a ziploc bag for the child to enjoy at home.

Potluck by Anne Shelby
Name Shape Books
Circle Time Activity
Large Group Activity

Objectives:
The child recognizes their own name.
The child begins to understand initial letter/sound correspondence.

Materials Needed and Teacher Preparation:
paper plates
paper circles
markers
hole punch
yarn
book, Potluck by Anne Shelby
Duplicate on paper circles, sentence patterns 1, 2 and 3, see Appendix page
1. My name is ____________.
2. My name begins with the letter ____.
3. I like ___________________.

The Activity:
Circle Time Activity:
Introduce the story, Potluck by Anne Shelby and make predictions.
Read the story.
Remind the children that in the book Potluck, the characters all brought foods that begin with the first letter in their names.
Large Group Activity:
Help children complete the sentences. Children dictate to teacher.
Have children illustrate each page and draw a picture of their faces on paper plate covers.
Provide yarn for the children to add hair to their paper plate face.
Assemble the books by using a hole punch and securing the covers and pages with yarn.
Place Potluck and the student's books in the Library Corner.

Name Talk
Transition Activity

Use this activity while students are preparing for another activity or when there is a few moments to use before the next activity.

Objectives:
The child will engage freely in conversation.
The child will recognize their own name.
The child will take turns appropriately in conversation.

Skills
Speaking/listening: conversation
Literacy: read names
Math: compare number of letters in name
Science: observe and classify
Social: sharing
Attitudes/appreciation: accept all names

Materials Needed and Teacher Preparation:
name cards that show the children's first names
letter manipulatives

The Activity:
The cards can be used for:
name recognition. Show the card and read the name aloud. Children respond by standing when it's their name being read. This will allow the child to see their name in print and also for their classmates to associate a face with each name.
Model of name to use as a guide when writing their own name.
Highlight the concepts of words and letters by having children compare their names to others in a small group or pair. Which cards have the same first letter? Which cards have the same amount of letters? Which name is longer? Why?
Encourage groups of children to locate the capital letters on the name cards or find other names that begin with the same letters as their own.
Match manipulatives to name cards.

Little Sally Walker" An African American Ring Game
Music Activity

Objectives:
The child will follow oral directions.
The child will attend to adult models of writing.
The child will think about the senses they use while singing.

Skills
Speaking/listening: directions and singing
Literacy: notice chart
Music: singing
Large Motor: actions
Social: appropriate behavior during active time
Attitudes/appreciation: accept song from different culture

Materials Needed and Teacher Preparation:
Music cassette tape from First Street Kindergarten Program
tape player
Song music and Lyrics master, see Appendix page
Song chart that reads:
Little Sally Walker sittin' in a saucer.
Rise, Sally, rise.
Wipe your weeping eyes,
Put your hands on your hips and let your backbone slip, ah.
Shake it to the east, ah.
Shake it to the west, ah.
Shake it to the one that you love the best!

The Activity:
Invite children to stand in a circle.
Choose a child to be "Sally."
"Sally" kneels in the center of the ring and pantomimes the words of the song as children in the ring hold hands and circle around.
Sing the song.
The child that "Sally" chooses to "Shake it to the one that you love the best!" takes Sally's place in the center of the circle.
Encourage children to think about the senses as they play a musical game.
Finger-point the words as the song is spoken as a chant.
Invite children to chant rhymes or songs that represent their cultural heritage. If children are comfortable, invite them to sing or chant songs or games in languages other than English.

"Here all we see" Poem
Circle Time Activity

Objective:
The child will identify some external body parts.
The child will participate in recited the poem.

Skills
Speaking/listening: poem
Literacy: read chart
Large Motor: point to body parts
Social: appropriate behavior in group setting

Materials Needed and Teacher Preparation:
Poem chart:
Here All We See
Here all we see
Is Ann's small nose,
A smile, two legs,
And ten pink toes,
Neatly arranged
In two short rows.
Walter de la Mare
pointer
chart paper
marker

The Activity:
Read the poem tracking print on the chart.
After reading the poem, have children find the body parts mentioned.
List body parts.
Read the poem again and use actions pointing to the body parts.
Substitute another child's name for Ann's each time it is read.

"Five Busy Fingers" Poem
Large Group Activity

Objectives:
The child will recite the poem.

Skills
Speaking/listening: poem
Literacy: read chart
Small Motor: make hand print

Materials Needed and Teacher Preparation:
Poem chart:
Five busy fingers on each hand
Do many things ... you'll see.
They'll cut, and tie, and zip, and snap --
What an important part of me.
Poem master, enlarge to 11x17" size for bulletin board, see Appendix page
tempera paint in ice cream pail lids
soapy water and paper towels
white paper labeled with child's name

The Activity:
Read poem and track print on chart.
Read poem line by line with children repeating it.
Read poem all together.
Model how to place each hand in paint and press onto white paper.
Each child makes 2 handprints on their paper.
Clean up hands and paint.
When the prints are dry they can be displayed on a bulletin board with the poem chart.
Prints can be saved and cut out and used to create other seasonal displays: turkey feathers, rainbows, flowers, etc.
Making another set in the Spring would show the children's growth.

Totally Terrific Me Booklet
*Large Group Activity
Writing Center Activity

CENTER ACTIVITY

Objectives:
The child will complete pages for a book.

Skills:
Speaking/listening: follow directions
Literacy: complete book pages
Small Motor: writing, drawing, coloring
Creativity: book pages
Social: waiting for a turn and help
Attitudes/appreciation: accept other's work

Materials Needed and Teacher Preparation:
Totally Terrific Me book masters, see Appendix page
copies of masters for all 6 pages
photo of each child, cut into circle framing face
cut out the circles on each page so face will show through
glue photo of child's face in the circle on the last page of book
write each child's birthdate on a slip of paper to be copied
arrange for another adult (volunteer or aide) to help with dictation
paper folder to keep child's work in while in progress
community volunteer to come in a help with dictation for Center Time each day
Center sign in chart for each page to keep track of who is finished, see Appendix page

The Activity:
The children will create a book about themselves. The book can be completed over several days.
When the book is complete, staple the pages together and send it home.
The Process:
Cover: write name on line and color clothing
Page 1: Copy birthday and draw a picture relating to their birthday.
Page 2: Dictate something that the child is good at. Illustrate the sentence.
Page 3: Copy two favorite color words. Draw a picture of themselves wearing
their favorite colors.
Page 4: Dictate when the child is happy. Illustrate the sentence.
Page 5: Dictate something that the child is learning. Illustrate the sentence.

Uniquely You
Small Group Activity

Objective:
The child will write their name.
The child will name one reason they are special.

Skills
Speaking/listening: complete a sentence
Literacy: write name
Small Motor: drawing and writing
Creativity: self-portrait
Attitudes/appreciation: recognize uniqueness

Materials Needed and Teacher Preparation:
photocopy master onto construction paper, 1 per child, see Appendix page
tempera paint
soapy water and towel
volunteer or aide to take dictation
photo of each child

The Activity:
Child can glue photo onto certificate.
Child can write name on line.
Child dictates to adult why the child is special.
Stamp handprint using tempera paint on right side.
Send this home for Grandparents Day or save for a gift later in the year.

"I am Special, I am Me" Song
Music Activity

Objective:
The child will participate in singing the song.

Skills
Speaking/listening: singing and learning song
Literacy: read song chart
Music: sing
Large Motor: actions
Attitudes/appreciation: feel good about themselves

Materials Needed and Teacher Preparation:
master of music tune and lyrics, see Appendix page
record music onto tape
tape recorder
piano
cassette tape
pointer
song chart:
I am special, I am me,
I have two hands, two eyes to see,
A nose to smell, my ears hear well,
A mouth to talk and two legs to walk.
But that's not all because you see,
I am special, I am me.

The Activity:
Play the song for the children to listen to.
Teach the song to the children line by line.
Sing the song and track the words on the chart.
Add actions to the song.

Costumes Around the World
Faces by Shelly Rotner and Ken Kreisler
Circle Time Activity

Objectives:
The child will share feelings.
The child will appreciate the costumes of other countries.

Skills
Speaking/listening: sharing feelings
Social: taking turns
Attitudes/appreciation: accepting costumes from other lands

Materials Needed and Teacher Preparation:
book, Faces by Shelly Rotner and Ken Kreisler
books and pictures of clothing around the world

The Activity:
Introduce the book, Faces by Shelly Rotner and Ken Kreisler and make predictions.
Read the story.
Reread pages 28-31 and talk about the costumes people are wearing.
Ask the children to share how they feel about the different types of dress.
Place the book and other pictures in the Library Corner for students to look at.

Look At Ourselves
Do Like Kyla by Angela Johnson OR
Where's Chimpy? by Bernice Rabe OR
Potluck by Anne Shelby
Circle Time Activity

Objectives:
The child follows oral directions.
The child responds to literal, inferential and experiential questions.

Skills
Speaking/listening: answers questions, shares ideas
Science: classifying, communication
Social: getting along with others
Attitudes/appreciation: accept everyone's unique qualities

Materials Needed and Teacher Preparation:
mirrors
chart paper and marker
books, Do Like Kyla by Angela Johnson, Where's Chimpy? by Bernice Rabe, or Potluck by Anne Shelby
magazines

The Activity:
Engage the children in a discussion about things that are the same and things that are different, such as we all have eyes but our eyes are different. Or, we all have hair, but the colors of hair are different and some people have curly hair while others have straight hair.
Use the mirrors for children to see their eye color or decide on their hair color. They can see how many teeth they are missing or who has freckles and who does not.
Brainstorm ways that the children in the class are all the same. Write their ideas on chart paper.
Next, brainstorm ways that the children are different or unique from their classmates. Write their ideas down on chart paper.
Read stories such as Do Like Kyla by Angela Johnson, Where's Chimpy? by Bernice Rabe and Potluck by Anne Shelby so that the children can see people of various cultures and situations represented.
Add magazines to the Art Center so that the students can cut and paste pictures and faces that are the same or different.

Measuring Activity
Large Group Activity

Objectives:
The child will recognize different ways to measure objects.
The child will follow directions.

Skills
Literacy: read names
Math: measuring, counting
Science: observing, measuring, collecting data
Large Motor: measuring with blocks
Social: working with a partner
Attitudes/appreciation: accept everyone's height

Materials Needed and Teacher Preparation:
big, plastic classroom blocks
masking tape
large chart with a grid to show names and height in blocks and inches, see Appendix page
marker
scale
classroom measuring chart
Invite the nurse to come down and measure students

The Activity:
Have the child remove their shoes.
The teacher models how the child being measured needs to lay down on the carpet and the child doing the measuring should put the blocks end to end starting at their partner's feet. Show them how to count the blocks.
Pair up the children and have them measure each other using a nontraditional measuring unit, the big plastic blocks from the block corner.
Write down each child's height in blocks on big chart on chalkboard.
Invite the school nurse to bring in her scale and height measuring tools.
Have a child stand up for the nurse to measure. Let the other students see.
Mark the child's measurement in inches. Explain that since the nurse doesn't have blocks like ours, she uses a traditional unit of measure, the inch.
Record each child's height in inches next to their height in blocks on large chart.
Introduce the classroom measuring chart.
Model for the students how to mark their height with a friend and how to write their name on the tape next to their height.
This measuring chart will be displayed all year along with the chart of heights.
The children may measure themselves periodically and all of them will be measured again in the spring.

Morning Circle Time Song
Circle Time Activity

Objectives:
The child pronounces speech sounds appropriately for age, language background and dialect.
The child participates in the morning routine.

Skills
Speaking/listening: singing
Literacy: read chart
Music: singing
Social: wait for a turn

Materials Needed and Teacher Preparation:
song chart: (sung to the tune of "Do You Know the Muffin Man?")
Do you know this friend of mine,
This friend of mine, this friend of mine?
Do you know this friend of mine?
Her/His name is ___________.
name cards

The Activity:
A circle time routine needs to be established which provides a way for the student to share their name and hear their classmates names.
Seat children in a circle.
Teach children the song line by line. Have them repeat each line.
Go around the circle singing the song, including everyone's name.
Display the children's name cards as the child's name is being sung.
Repeat this activity daily.

Look at Me! I'm in Kindergarten!
Large Group Activity

Objectives:
The child will identify the parts of their body.
The child will draw a self portrait.

Skills
Speaking/listening: tell about themselves
Small Motor: drawing
Creativity: self-portrait
Attitudes/appreciation: feel good about themselves

Materials Needed and Teacher Preparation:
bulletin board labeled "Look at Me! I'm in Kindergarten!", see Appendix page
white paper labeled "Look at__________", see Appendix page
date stamp
ink pad

The Activity:
Invite children to tell about themselves at group time.
Identify the different parts of a body that can be drawn. Include details such as eyelashes and fingers.
Point out the similarities in the children.
The children can draw a self-portrait on a sheet labeled: "Look at _______."
Stamp these pictures with the date and include any dictated information the child would like to share.
Display on a bulletin board titled: "LOOK AT ME. I'M IN KINDERGARTEN!"
Save these drawings until the end of the school year.
Repeat this activity in the Spring to show each child's growth.

Body Workout
Large Group Activity

Objectives:
The child will use their body appropriately.
The child will participate in action poem.

Skills
Speaking/listening: follow directions
Literacy: read chart
Large Motor: actions
Social: handle body appropriately

Materials Needed and Teacher Preparation:
grassy outdoor area
pointer
poem chart for "Somersaults" by Jack Prelutsky
It's fun turning somersaults
and bouncing on the bed,
I walk on my hands
and I stand on my head.

I swing like a monkey
and I tumble and I shake,
I stretch and I bend,
but I never take a break.

I wiggle like a worm
and I wriggle like an eel,
I hop like a rabbit
and I flop like a seal.

I leap like a frog
and I jump like a flea,
there must be rubber
inside of me.

The Activity:
Find a grassy outdoor area or set up some exercise mats in the school gym.
Encourage children to use all their body parts as they move with the poem.
Encourage children to watch their friends to see how they are moving. Do they look the same or different?
Back in the classroom, read the poem and track the print. Discuss all the different ways that our bodies can move.

The Hokey Pokey
Large Group Activity

Objectives:
The child will follow the directions of the song.

Skills
Speaking/listening: follow directions
Music: sing song
Large Motor: dance
Social: handle body appropriately

Materials Needed and Teacher Preparation:
record player
Hokey Pokey Record

The Activity:
Teach the children the lyrics of this movement song, using major visible body part such as arms, legs, shoulders, and head.
Demonstrate the movements of the song.
Allow the children to practice.
Have children stand in a circle and perform the movements as they sing along with you.

Making Fingerprints
Science Center

CENTER ACTIVITY

Objectives:
The child will recognize that their fingerprints are unique.

Skills
Speaking/listening: following directions
Science: observing
Small Motor: make fingerprints
Attitudes/appreciation: everyone is unique

Materials Needed and Teacher Preparation:
ink pad
fingerprint master, 1 for each child, see Appendix page
wet wipes or soap, water and towels
magnifying glass

The Activity:
Discuss how all fingerprints are different. Each of us can be identified by our fingerprints.
Look at fingertips using a magnifying glass to see the ridges.
Teacher models how to stamp fingerprints onto hand diagram.
Children may stamp their fingerprints onto diagram at Science Center.

Body Tracing
Large Group Activity

Objectives:
The child will cooperate with a partner.

Skills
Speaking/listening: follow directions
Small Motor: trace
Large Motor: pose for tracing
Creativity: choose pictures
Social: work cooperatively with a partner
Attitudes/appreciation: accept everyone's abilities

Materials Needed and Teacher Preparation:
butcher paper sheets large enough for body tracing, 1 for each child
washable markers or pencils
magazines
scissors
glue

The Activity:
The teacher models how to lay down on paper and trace around body.
Children need to choose a partner.
One child lays down on paper.
The other child uses a pencil or marker to trace the shape of their partner.
Switch jobs and trace the other child.
When tracing is complete, find pictures of favorite items in magazine.
Cut out pictures and glue to body.
Write name on body.
Cut out body.
Hang the body tracings in the hallway or the classroom.

"See How I've Grown" Bulletin Board
Large Group Activity

Objectives:
The child will see how they have grown by observing photos.
The child will name similarities and differences.

Skills
Speaking/listening: telling
Math: comparing
Science: observing, communication
Social: taking turns
Attitudes/appreciation: see how we change

Materials Needed and Teacher Preparation:
bulletin board labeled "See How I've Grown" with name tags for each child, see Appendix page
letter to parents asking for baby picture, see Appendix page
camera and film
current photo of each child

The Activity:
Take a picture of each child. Develop film.
Send letter home asking for a baby picture that will be returned.
Place name tags and pictures on board.
When the board is complete, discuss it.
Talk with the children about how they are alike and different from then to now.
Let each child know that we all grow and change.
Compare photos from then to now.

Class Capital Letter Book
Large Group Activity
*Library Center Activity

CENTER ACTIVITY

Objective:
The child will recognize the first letter in their name.
The child will associate themselves with a group.

Skills
Literacy: read names
Math: sort
Attitudes/appreciation: recognize group

Materials Needed and Teacher Preparation:
camera and film
plastic sheet protectors
9x12" tagboard book covers
book pages by letter with all children listed by first letter in their name

The Activity:
Group children by the first letter in their name.
Take pictures of the children. All of the names which begin with A will be in a small group picture. Continue with all letters of the alphabet.
Develop the film. Get doubles if possible for use in another project.
Create book pages which display a large sample letter and then list the names of the children whose names begin with the same letter.
Add the group photo to the page and put it into sheet protector.
Add the covers and bind the pages with book rings.
Place the book in the Library Center.
When new students arrive be sure to get a picture of them in a group to add to the collection.

Dots, Spots, Speckles, and Stripes by Tana Hoban
Circle Time Activity
*Art Center

CENTER ACTIVITY

Objectives:
The child will recognize different patterns in clothing.
The child will sort different patterns.

Skills
Speaking/listening: story
Math: sort and classify
Science: observe and classify
Small Motor: cutting and pasting
Social: sharing materials

Materials Needed and Teacher Preparation:
magazines for cutting
paper
clothing with dots, stripes, solids, plaids or checks, and prints
book, Dots, Spots, Speckles, and Stripes by Tana Hoban
word/picture cards for dots, stripes, solids, plaids or checks, and prints.
bulletin board labeled: "Dots, Spots, Speckles, and Stripes"
scissors
glue

The Activity:
Display clothing with a variety of patterns. Discuss.
Introduce the book Dots, Spots, Speckles, and Stripes by Tana Hoban and make prediction.
Read the story.
Discuss the different patterns in the story.
Demonstrate how to search in a magazine to find a picture of clothing and cut it out.
Have children find pictures of clothing that have the same pattern. Glue them down and label the collage using the word cards to copy from.
Tell the children the materials will be at the Art Center.
Include the book in the Library Corner.
Display the collages on a bulletin board labeled: "Dots, Spots, Speckles, and Stripes"

How Many Letters? Name graph
Large Group Activity
*Math Center Activity

CENTER ACTIVITY

Objectives:
The child will count the letters in their name.
The child will use one to one correspondence to match cubes to letters.

Skills
Literacy: letter and name recognition
Math: one to one correspondence, counting, graphing, number recognition
Science: collecting, recording and interpreting data
Small Motor: manipulate cubes
Social: take turns

Materials Needed and Teacher Preparation:
name card for each child with letters spaced generously
linking cubes
graphing grid labeled: "How Many Letters in our Names?" with column headings for 1,2,3,4,5,6,7,8,9, and 10. see Appendix page
marker
photocopies of children photographs with their names on them cut to fit on graph
glue stick

The Activity:
Pass out name cards.
The children will count the letters in their names.
Discuss how many letters they counted.
Model how to cover one letter with one cube.
Pass out linking cubes one at a time to the children.
Continue to pass out cubes as needed until children have names covered.
(By passing one at a time, it will better allow the teacher to teach one to one correspondence and monitor it.)
Count the cubes and letters. Make towers and count together again.
Encourage children to compare names, towers and numbers.
Ask children one at a time how many letters are in their name. Let them come to the graph and glue their photo in the correct spot.
Collect materials.
Place name cards, graph and cubes in the Math Center.

What to Do in the Library Center
Library Center Activity

Discuss these ideas often with the children and provide materials and support so that they develop a sense of enjoyment and a strong interest in visiting this center.

Read a book alone or with a friend.
Listen to someone read to you.
Read a magazine.
Retell a familiar story.
Listen to the taped stories.
Draw a picture of what you have read using a lab desk.
Read Big Books.
Read child-sized books.
Use the Reading Wand to read charts and poems.
Use a storytelling prop to retell a story.