Seasons Theme

Using the Mississippi Early
Learning Guidelines:
A Complete Curriculum for
Three-Year-Olds
Chapter 13.
June: Seasons
Darling, L. (2007).June: Seasons. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for
three-year-olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Chapter 13. June: Seasons
Introduction ..........................................................................................................1
Unit Goals ......................................................................................................................2
Letter to Families ...........................................................................................................3
Weekly Lesson Plans . ...................................................................................................4
Circle Time............................................................................................................8
Teaching Tips .................................................................................................................8
Songs and Fingerplays...................................................................................................8
Mister Sun .................................................................................................................8
Good Morning to You ................................................................................................9
Good Morning Merry Sunshine .................................................................................9
Autumn Leaves .........................................................................................................9
Little Red Apple . .....................................................................................................10
September Blow Soft ..............................................................................................10
Catch Him, Crow ..................................................................................................... 11
Six Little Snowmen ................................................................................................. 11
Snow, Snow, Fly Away ............................................................................................ 11
The Snowman . ....................................................................................................... 11
The Wind . ...............................................................................................................12
Frosty Weather .......................................................................................................12
Buttercups and Daisies ...........................................................................................12
A Caterpillar Crawled ..............................................................................................13
Down by the Bay . ...................................................................................................13
Seasons ..................................................................................................................14
Ring Around the Rosies ..........................................................................................14
Circle Time Activities.....................................................................................................15
Rise and Shine . ......................................................................................................15
Can You ? . ..........................................................................................................15
Flowers Start as Tiny Seeds ...................................................................................15
Where Is ? ...........................................................................................................16
Gathering the Leaves . ............................................................................................16
Apple, Apple, Whos Got the Apple? .......................................................................17
Drop the Apple ........................................................................................................17
Roll It .......................................................................................................................18
Wind, Rain, and Thunder ........................................................................................18
The Winds are Changing ........................................................................................19
Follow Me . ..............................................................................................................19
Butterfly ...................................................................................................................20
Buzzing Bees ..........................................................................................................20
Busy Bee and Back to Back . ..................................................................................21
Language/Writing Center..................................................................................... 22
Teaching Tips ...............................................................................................................22
Talking Tips ..................................................................................................................22
Class Book: My Sunny Day .........................................................................................23
Class Book: See the Kitten on the Wall .......................................................................23
Class Snowman Story . ................................................................................................24
Spring Writing Center . .................................................................................................25
Darling, L. (2007). June: Seasons. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-
year-olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Math Center......................................................................................................... 26
Teaching Tips ...............................................................................................................26
Talking Tips ..................................................................................................................26
Measure Shadows .......................................................................................................27
Red Sets and Yellow Sets ............................................................................................26
Shape Match Grab Bag ...............................................................................................28
Longer or Shorter .........................................................................................................29
Science Center ..................................................................................................................30

Teaching Tips ...............................................................................................................30
Talking Tips ..................................................................................................................30
Put the Sunny Side Up . ...............................................................................................31
Magic Matter ................................................................................................................32
Keep it in Mind as You Go and Find . ...........................................................................32
Magnificent View ..........................................................................................................33
Blocks Center ..................................................................................................... 34

Teaching Tips ...............................................................................................................34
Talking Tips ..................................................................................................................34
Building Blocks . ...........................................................................................................34
Music Center ...................................................................................................... 36

Teaching Tips ...............................................................................................................36
Talking Tips ..................................................................................................................36
Dramatic Play Center .......................................................................................... 37

Teaching Tips ...............................................................................................................37
Talking Tips ..................................................................................................................37
School ..........................................................................................................................37
Art Center .......................................................................................................... 39

Teaching Tips ...............................................................................................................39
Talking Tips ..................................................................................................................39
Splatter Painting . .........................................................................................................40
Fall Colors ....................................................................................................................41
Snowman Illustrations ..................................................................................................41
Natural Objects Sculpture ............................................................................................41
Playground ......................................................................................................... 42
Teaching Tips ...............................................................................................................42
Talking Tips ..................................................................................................................42
Free Play . ....................................................................................................................42
Darling, L. (2007). June: Seasons. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-
year-olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Introduction Weekly Themes
This month you will talk about the four seasons of the year; summer, fall,
The weekly themes are:
winter, and spring. The children have now experienced all four seasons
at school, and can talk about what they remember about each season. Week 1: Summer
Week 2: Fall
The theme for the month is Seasons. The focus for the month is for Week 3: Winter
children to: Week 4: Spring
Notice the natural world around them, especially the changes in
the seasons
Continue to develop expressive and receptive language skills.
Continue to develop their ability to compare and sort items
Continue to develop their social and emotional skills through
interactions with their classmates
Darling, L. (2007). June: Seasons. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-olds.
Mississippi State, MS: Mississippi State University Early Childhood Institute.
Unit Goals
The children will increase their expressive language skills.
Numerous activities are designed for children to talk to the teacher and to other
children.
The children will increase their receptive language skills.
Reading books, playing music, and talking to children increases their understand-
ing of language.
The children will develop their ability to compare and sort items.
Activities that encourage children to group things together that are alike and
organize items by size improve their math and reasoning skills.
The children will continue to develop social and emotional skills.
Participating in classroom activities helps children understand their role as a

member of the classroom community.
The children will continue to develop their physical skills.
Movement activities enable children to develop large motor skills such as balance
and coordination.
Writing, working with manipulatives, and art activities encourage the development
of fine motor skills.

Dear families,
This month we will talk about the four seasons. Since we have been in school almost
one year, we have now seen each season and can talk about what we remember about
each one. The first week we will talk about summer. We will write stories about playing
on a sunny day, measure our shadows, and put paper in the sun to see what happens.
We will make a class book of our buildings in the blocks, and create a school in our
Dramatic Play Center.
The second week we will talk about fall. We will draw pictures of kittens playing in the
leaves, and sort leaves by color. We will make harps out of twigs, and paint with red,
yellow, and brown paint.
Next we will discuss winter. We will write a story together about a snowman, and draw
pictures of snowmen with crayons. We will go on a scavenger hunt on the playground,
and identify shapes in the classroom.
Finally, we will talk about spring. We will practice writing our names, compare the
lengths of objects, and look at things through a magnifying glass. We will make horns
out of cardboard tubes, and make sculptures with the things from our scavenger hunt.
Sincerely,
June:
Summer: Summer
Week 1
Summer Monday Tuesday Wednesday Thursday Friday

Morning Circle Time
Circle Time Good Morning Merry
Song/Fingerplay Mister Sun Good Morning to You Sunshine Good Morning to You Mister Sun
Who Owns the Sun? Hot Day on Abbott Arrow to the Sun The Sun is My Favorite
Circle Time Book by S. Chbosky Shadow by M. Brown Avenue by K. English by G. McDermott Star by F. Asch
Flowers Start as Tiny
Circle Time Activity Rise and Shine Can You ? Seeds Where Is ? Rise and Shine
Centers
Language/Writing Class Book:My Sunny Day - Everyone write a page about playing on a sunny day.
Math Measure Shadows - Measure shadows in the morning and in the afternoon.

Science Put the Sunny Side Up - Experiment with the sun's effect on paper.
Blocks Building Blocks - Make a big book with paper collages of buildings.

Music Raffi
Dramatic Play School - Create an elementary school room in the Dramatic Play Center.
Art Splatter Painting - Paint with toothbrushes
Playground Free Play/Measure Shadows
Afternoon Circle
Good Morning Merry
Circle Time Song Mister Sun Good Morning to You Sunshine Good Morning to You Mister Sun
Goodnight Sun, Hello
Sun Up, Sun Down Wake Up Sun! I Can Hear the Sun Moon by Reader's Sun Bread
Circle Time Book by G. Gibbons by D. Harrison by P. Palacco Digest by E. Kleven
Daily Wrap-Up Review experiences in Math, Blocks, and Art
Fall: Week
June:2Fall
Fall Monday Tuesday Wednesday Thursday Friday

Morning Circle Time
Circle Time
Song/Fingerplay Autumn Leaves Little Red Apple September Blow Soft Catch Him, Crow Autumn Leaves
Now Its Fall Red Leaf, Yellow Leaf Fresh Fall Leaves Fall Leaves Fall Changes, Changes
Circle Time Book by L. Lensky by L. Ehlert by Franco by Z. Hall by P. Hutchins
Apple, Apple, Who's Apple, Apple, Who's Got
Circle Time Activity Gathering the Leaves Got the Apple? Can You ? Drop the Apple the Apple?
Centers
Language/Writing Class Book: See the Kitten on the Wall - Draw a picture of a kitten playing in the leaves.

Math Red Sets and Yellow Sets - Sort item into red and yellow sets.
Science Magic Matter - Experiment with how matter changes.

Music Greg and Steve
Art Fall Colors - Paint, color, and draw with red, yellow, orange, and brown.
Playground Free Play
Afternoon Circle
Circle Time Song Autumn Leaves Little Red Apple September Blow Soft Seasons Autumn Leaves
Animals in the Fall Fall Harvest by G. Fall Leaves Change
Circle Time Book by G. Saunders-Smith Fall by C. Klingel Saunders-Smith Fall by R. Hirschi Color by K. Zoehfeld
Daily Wrap-Up Review experiences in Science and Music
June:
Winter: Winter
Week 3
Winter Monday Tuesday Wednesday Thursday Friday

Morning Circle Time
Circle Time The Wind (Swoosh
Song/Fingerplay Six Little Snowmen Snow, Snow, Fly Away The Snowman Swirl) Frosty Weather
The Snowman The Mitten The Snowy Day Snowflake Bentley Snow
Circle Time Book by R. Briggs by J. Brett by E.J. Keats by J.B. Martin by P.D. Eastman
Circle Time Activity Roll It Wind, Rain, and Thunder The Winds Are Changing Where Is ? Follow Me
Centers
Language/Writing Class Snowman Story - Write a group story about a snowman in Circle Time.
Math Shape Match Grab Bag - Identify shapes in the classroom.

Science Keep It in Mind as You Go and Find - Playground scavenger hunt.

Music Hap Palmer
Art Snowman Illustrations - Draw pictures of snowmen using crayons.
Playground Keep It in Mind as You Go and Find - Playground scavenger hunt.
Afternoon Circle
The Wind (Swoosh
Circle Time Song Six Little Snowmen Snow, Snow, Fly Away The Snowman Swirl) Frosty Weather
Mr. Snow Dream Snow In the Snow White Snow, Bright Snow Bear
Circle Time Book by R. Hargreaves by E. Carle by H. Lee Snow by A. Tresslent by M. Moss
Daily Wrap-Up Read the Class Snowman Story; Review experiences in Science.
June:
Spring: Spring
Week 4
Spring Monday Tuesday Wednesday Thursday Friday

Morning Circle Time
Circle Time
Song/Fingerplay Buttercups and Daisies A Caterpillar Crawled Down By the Bay Seasons Ring Around the Rosies
Spring is in the Air My Spring Robin Spring is Here Lionel in the Spring When Spring Comes by
Circle Time Book by Golden Books by A. Rockwell by L. Lensky by S. Krensky R. Maass
Flowers Start as Tiny Busy Bee and Back to
Circle Time Activity Butterfly Buzzing Bees Seeds Back Butterfly
Centers
Language/Writing Spring Writing Center - practice writing colors and names.
Math Longer or Shorter - Compare the lengths of objects.

Science Magnificent Exploration - Examine objects with a magnifying glass.

Music Ella Jenkins
Art Natural Object Sculpture - Make a sculpture with things found on the playground.
Playground Free Play/Collect items for Natural Object Sculpture.
Afternoon Circle
Circle Time Song Buttercups and Daisies A Caterpillar Crawled Down By the Bay Seasons Ring Around the Rosies
Spring Spring by Gail In a Spring Garden Spring is Here by P. The Spring Rabbit by J.
Circle Time Book by K. Bryant-Moll Saunders-Smith by R. Lewis Jane Dunbar
Daily Wrap-Up Review experiences in Science and Music
Circle Time Books
Circle Time
Competencies & Teaching Tips
Objectives
On Monday, tell the children that this month you will be talking
Language Skills about the seasons. Explain that the year has four seasons;
1.1, 1.2, 1.5, 2.2, summer, fall, winter, spring. Ask the children what they notice
2.6, 3.1
about the weather now that it is summer. Ask them to talk about
Social/Emotional Skills
3.1, 3.4, 4.2
weather when it was getting warm and the flowers were blooming
(spring) ,very cold (winter), when the leaves were falling (fall).
Let them talk about the different seasons. Tell them that this
month you will be pretending that every season happens again.
Help the children understand the theme by introducing each
activity:
- Our theme this week is summer. In the summer, the sun
shines bright and the days are long. Lets sing a song about
the sun.
- The sun is in the sky for everyone to see. Heres a book
about the sun called, Who Owns the Sun? by S. Chbosky.
- In the morning, the sun comes up and we know its time to
get out of bed. Lets play, Rise and Shine.
Each morning, tell the children about the new activities in the
centers. For example, on Monday:
- Language/Writing we will write a class book about playing
on a sunny day.
- Math/Manipulatives - we will go outside and measure our
shadows in the sun.
- Science we will put paper in the sun and see what happens.
- Blocks we will make pictures of the buildings that we build.
- Music well listen to Raffi.
- Dramatic Play well play school.
Circle Time: - Art you can splatter paint with toothbrushes.
Songs and Fingerplays
Competencies &
Objectives
Mister Sun
Language Skills
1.1, 1.4, 1.5, 2.1, Oh, Mister Sun, Sun, Mister Golden Sun
3.1, 3.2 Please shine down on me!
Oh, Mister Sun, Sun, Mister Golden Sun
Social/Emotional Skills Hiding behind that tree!
1.1, 1.2, 3.1, 3.4 These little children are asking you
To please come out, so we can play with you.
Physical Skills Oh, Mister Sun, Sun, Mister Golden Sun
1.1, 1.2, 2.1, 3.1

Please shine down on, Circle Time:
Wont you shine down on,
Please shine down on me!
Vocabulary Words
buttercups
Good Morning to You
purple
Good morning to you,
Good morning to you. daisies
Were all in our places,
With bright shiny faces.
Oh, this is the way
vegetable
To start a good day!
flowers
Good Morning Merry Sunshine hot

Good morning, merry sunshine, springtime
How did you wake so soon?
Youve scared the little stars away,
And shone away the moon.
cold
I watched you go to sleep last night,
Before I stopped my play, spring
How did you get way over there,
And pray, where did you stay? close
I never go to sleep, dear, trees
I just go round to see
My little children of the East,
Who rise to watch for me. far
I waken all the birds and bees,
And flowers on my way,
Circle Time:
Then last of all, the little child Songs and Fingerplays
Who stayed out late to play.
Competencies &
Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems, Objectives
fingerplays, and chants. Beltsville, MD: Gryphon House.
Language Skills
1.1, 1.4, 1.5, 2.1,
Autumn Leaves 3.1, 3.2
Autumn leaves are falling, falling, falling. Social/Emotional Skills

1.1, 1.2, 3.1, 3.4
(move from standing to sqatting)
Autumn leaves are spinning, spinning, spinning. (stand and turn) Physical Skills
Autumn leaves are floating, floating, floating. (sway side to side) 1.1, 1.2, 2.1, 3.1

Circle Time: Autumn leaves are turning, turning, turning. (turn slowly)
Autumn leaves are dancing, dancing, dancing. (stand on toes, sway
Vocabulary Words forward and back)
Autumn leaves are blowing, blowing, blowing. (take steps forward)
leafless Autumn leaves are falling, falling, falling. (squat)
Autumn leaves are sleeping, sleeping, sleeing. (place hands together
fields on side of face)
contrary Schiller, P. (2001). Creating readers: Over 1000 games, activities, tongue
twisters, fingerplays, songs, and stories to get children excited about
reading. Beltsville, MD: Gryphon House.
garden
milkweed
cradle
seeds
measure
nutmeg
Little Red Apple
pear
A little red apple grew high in a tree. (point up)
potato I looked at it. (shade eyes and look up)
It looked down at me. (shade eyes and look down)
Come down, please, I said. (use hands to motion downward)
peanut And that little red apple fell right on my head. (tap the top of your head)
Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
Circle Time:
Competencies &
Objectives September Blow Soft
Language Skills September blow soft

1.1, 1.4, 1.5, 2.1, til the fruits in the loft.
3.1, 3.2
Social/Emotional Skills Schiller, P. (2001). Creating readers: Over 1000 games, activities, tongue
1.1, 1.2, 3.1, 3.4 twisters, fingerplays, songs, and stories to get children excited about
Physical Skills
1.1, 1.2, 2.1, 3.1
10
Catch Him, Crow Circle Time:
Vocabulary Words
Catch him, crow! Carry him, kite!
Take him away til the apples are ripe;
When they are ripe and ready to fall, stomachache
Here comes baby, apples and all.
apple
Schiller, P. (2001). Creating readers: Over 1000 games, activities, tongue
twisters, fingerplays, songs, and stories to get children excited about blackberries
patch
Six Little Snowmen
butterfly
Six little snowmen all made of snow. (hold up six fingers)
Six little snowmen standing in a row. bees
Out came the sun and stayed all day. (lift arms over head in a circle)
One little snowmen melted away. (pretend to melt to the floor) freeze
Continue counting backwards until all snowmen have melted earth
park
hole
Snow, Snow, Fly Away sprout

Snow, snow, fly away
Over the hills and far away.
Circle Time:
Competencies &
The Snowman Objectives
I made a little snowman, Language Skills

I made him big and round. 1.1, 1.4, 1.5, 2.1,
I made him from a snowball, 3.1, 3.2
I rolled upon the ground.
He has two eyes, a nose, a mouth, 1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 3.1
11
Circle Time: A lovely scarf of red.
He even has some buttons,
Vocabulary Words And a hat upon his head.
Melt, melt, melt, melt
ground Melt, melt, melt, melt.
melt Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
red
The Wind
yellow
Swoosh, swirl, swoosh, swirl,
orange Watch the leaves tumble and twirl.
blue fingerplays, and chants. Beltsville, MD: Gryphon House.
green Frosty Weather
Frosty weather, snowy weather, (wrap arms around your body and
shiver)
When the wind blows,
We all go together. (bunch together)
Buttercups and Daisies
Buttercups and daisies,

Circle Time: Oh what pretty flowers,
Songs and Fingerplays Coming in the springtime,
To tell of sunny hours!
Competencies & While the trees are lifeless,
Objectives While the fields are bare,
Buttercups and daisies,
Language Skills Spring up everywhere.
1.1, 1.4, 1.5, 2.1,
3.1, 3.2 Silberg, J. & Schiller, P. (2002). The complete book of rhymes, songs, poems,
1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 3.1
12
A Caterpillar Crawled Circle Time:
Vocabulary Words
A caterpillar crawled, (creep fingers up one arm)
To the top of a tree.
I think Ill take a nap, said he. (place one hand over opposite fist)
bumpers
So under a leaf he began to creep
To spin his cocoon, red light
And he fell asleep.
green light
All winter long he slept in his bed,
Til spring came along one day and said, shake
Wake up, wake up, little sleepyhead, (shake fist with other hand)
Wake up, its time to get out of bed.
So he opened his eyes that sunshiny day, (spread fingers, hook jump
thumbs)
Lo! He was a butterfly, and flew away. (flap hands as wings and fly clap
away)
yawn
reading. Beltsville, MD: Gryphon House. conductor
ticket
Down by the Bay
Down by the bay,

Where the watermelons grow,
Back to my home,
I dare not go.
For if I do,
My mother will say,
Did you ever see a pig dancing a jig?
Down by the bay. Circle Time:
Additional verses:
Competencies &
Did you ever see a whale with a polka dot tail? Objectives
Did you ever see a bear combing his hair?
Did you ever see a moose kissing a goose? Language Skills
Did you ever see a bee with a sunburned knee? 1.1, 1.4, 1.5, 2.1,
3.1, 3.2
Silberg, J. & Schiller, P. (2002). The complete book of rhymes, songs, poems,
fingerplays, and chants. Beltsville, MD: Gryphon House. Social/Emotional Skills
1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 3.1
13
Seasons
In the summer leaves are rustling,

Green, green leaves are rustling.
In the summer leaves are rustling,
Rustling in the trees.
In the autumn leaves are falling,

Brown, brown, leaves are falling.
In the autumn leaves are falling,
Falling from the trees.
In the winter leaves are sleeping,

Brown, brown leaves are sleeping.
In the winter leaves are sleeping,
Sleeping in the trees.

Ring Around the Rosies
Ring around the rosies, (join hands in a circle and move together in one
direction)
A pocketful of posies.
Ashes! Ashes!
We all fall down! (fall down)
Circle Time:
Competencies &
Objectives
Language Skills
1.1, 1.4, 1.5, 2.1,
3.1, 3.2
1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 3.1
14
Circle Time Movement Activities
Rise and Shine
Materials:
Something that rings, like an alarm clock
or timer
Procedure:
The children pretend to be asleep.
Wait until everyone is very still and
quiet.
At the sound of the alarm, the children
drop up and move quickly to another place, where they pretend
to fall asleep again.
Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement

activities for three- to five-year-olds. Washington, D.C.: National
Association for the Education of Young Children.
Can You ?
Procedure:
Have the children sit in a semicircle.
Ask them, Can you ? and demonstrate a movement, such as
reaching high, standing up, sitting down, turning around.
After each Can you? challenge, give the children time to
participate.
You can use this activity to ease transitions as you stand in line to
go outside, wait for the restrooms, etc.
Circle Time:
Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement Movement Activities
Association for the Education of Young Children. Competencies &
Objectives
Language Skills
Flowers Start as Tiny Seeds 1.1, 1.4, 1.5, 2.1,
3.1, 3.2
Flowers start as tiny seeds (roll into a ball) Math/Reasoning Skills
Balled up in the earth, 2.1
Balled up in the earth, Social/Emotional Skills
Where none can see. 1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 2.2, 3.1
With rain and sun the start to grow. (fingers make raining motion then
15
arms make a circle for the sun)
They poke through the earth, (begin to stand)
And begin to show.
They stand up high, (stand up)

Reaching for the sun. (arms reach up high)
Bending in the wind (bend and sway)
Can be such fun.
Flowers start as tiny little seeds

(return to balled-up position)
Balled up in the earth,
Where none can see.
Matricardi, J., & McLarty, J. (2005). Group activities from A to Z. Clifton Park,
NY: Thomson Delmar Learning.
Where Is ?
Procedure:
The teacher calls out a challenge clue for a specific direction
(Where are the blocks? Where are the windows?)
The children try to face in that direction.
Dont correct children if they turn in the wrong direction. If they
can correct their own errors immediately, it is more fun for them.
Give the children time to move before calling out the next
challenge.

Circle Time:
Movement Activities
Competencies &
Gathering the Leaves
Objectives
Materials:
Language Skills Red, yellow, and brown construction paper
1.1, 1.4, 1.5, 2.1, leaves
3.1, 3.2 Masking tape
Math/Reasoning Skills
2.1
Procedure:
1.1, 1.2, 3.1, 3.4 Tape one leaf onto the back of each child.
Physical Skills Have the children stand up and twirl around slowly, just like
1.1, 1.2, 2.1, 2.2, 3.1 leaves falling from a tree.
Pick one child to gather the leaves. Ask the child to gather all of
16
the leaves of one color.
The child moves around the other children, and taps them on the
shoulder if they are the correct color leaf. When a child has been
tapped, they sit down outside the circle area.
When all the leaves of one color have been gathered, have
everyone get up and start twirling again. Pick a different child to
gather the leaves.
Repeat until everyone has gathered leaves. Change the color
each time.
Apple, Apple, Whos Got the Apple?
Materials:
Chair
Apple (real or plastic)
Procedure:
Have the children sit in a semicircle on the floor. Place the chair
in front of the semicircle, facing away from the group.
Place the apple under the chair.
Have one child sit in the chair facing away from the group.
Select on child to quietly take the apple and return to the circle.
Have the child who took the apple hide it behind his/her back.
Have the children say, Apple, apple, whos got the apple?
The child in the chair turns around and get three guesses as to
who has the apple.
When a correct guess has been made, or after three guesses,
the child in the chair exchanges seats with the child who has the
apple.
The child holding the apple places it under the chair and sits in
the chair. Circle Time:
Repeat until everyone has a turn to take the apple and sit in the Movement Activities
chair.
Competencies &
Matricardi, J. & J. McClarty (2005). Group time activities A to Z. Clifton Park, Objectives
Language Skills
1.1, 1.4, 1.5, 2.1,
3.1, 3.2
Drop the Apple Math/Reasoning Skills
2.1
Materials: Social/Emotional Skills
An apple shape cut from a sponge 1.1, 1.2, 3.1, 3.4
Physical Skills
Procedure: 1.1, 1.2, 2.1, 2.2, 3.1
Have the children sit in a circle on the floor.
17
The teacher will walk around the outside of the circle and quietly
set the apple behind one child.
Continue to walk around the circle.
When the child notices the apple behind his/her back, that child
will pick up the apple and chase after the adult.
The adult will then sit in the childs spot.
The child will then walk around the outside of the circle and
quietly set the apple down behind another child.
Continue the game until all children have had a turn.
Matricardi, J. & J. McClarty (2005). Group time activities A to Z. Clifton Park,

Roll It
Materials:
Balls one for every two children
Procedure:
Have the children sit in a tight circle with their legs out and their
feet touching. Make allowances for children who feel uncomfort-
able sitting this way.
Roll out one ball and ask the children to catch it and roll it to
someone else.
When the children seem able to do this, gradually roll out more
balls.
The object of the activity is for the players to keep as many balls
as possible rolling while still maintaining control.

Circle Time: activities for three- to five-year-olds. Washington, D.C.: National
Movement Activities Association for the Education of Young Children.
Competencies &
Objectives Wind, Rain, and Thunder
Language Skills Procedure:
1.1, 1.4, 1.5, 2.1,
Have children sit in a circle. Ask each child to copy what you do.
3.1, 3.2
Math/Reasoning Skills Rub your hands together (wind).
2.1 Then begin tapping your hands on your thighs or tapping the floor
Social/Emotional Skills (rain).
1.1, 1.2, 3.1, 3.4 Then begin stomping your feet (thunder).
Physical Skills Continue to challenge the group by shifting between these three
1.1, 1.2, 2.1, 2.2, 3.1
18
motions.
End the activity by reversing the order, going from thunder to rain
to wind.
The final motion could be the folding of hands, asking the
children to close their eyes and imagine a rainbow.
After a period of quiet, you might have the children open their
eyes and pat themselves on the back for a job well done.

The Winds are Changing
Procedure:
Tell the children that they are going to move back and forth like
the wind.
Have the children stand in a circle. You will ask them a series of
questions. Those answering, Yes move to the opposite side of
the circle.
Ask questions that will enable all children to move. Examples of
questions are:
o Do you have a sister?
o Do you have a brother?
o Are you the only child in your family?
o Are you wearing sneakers?
o Are you wearing other shoes?
o Are you wearing blue?
Be sure everyone gets a chance to move.
Pause between questions so that children have time to move.
Circle Time:
Movement Activities
Follow Me
Competencies &
Procedure: Objectives
Have the children stand in a semicircle. Stand in the middle
facing them. Language Skills
1.1, 1.4, 1.5, 2.1,
Extend your arms in a very specific (held) position.
3.1, 3.2
Ask the children to copy this position. Allow time for everyone to Math/Reasoning Skills
assume the position. 2.1
When everyone is in position, assume a new position. Social/Emotional Skills
1.1, 1.2, 3.1, 3.4
Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement Physical Skills
activities for three- to five-year-olds. Washington, D.C.: National 1.1, 1.2, 2.1, 2.2, 3.1
19
Butterfly
Materials:
Sheets of brightly colored construction paper, attached to walls and
shelves through the room (you can make flowers if you wish)
Procedure:
Ask the children if they have ever watched butterflies. Let some
of the children tell you what they observe.
Tell the children that butterflies fly from flower to flower gathering
food. Tell them that they are going to be butterflies.
Ask the children if they notice anything different in the room.
Several of them will mention the construction paper.
Tell them that they are going to be butterflies moving from flower
to flower.
Ask the children to describe how butterflies move. They are slow
and gentle. Have the children practice flapping their wings like
butterflies.
Let the children move around the room touching the different
pieces of paper. Tell them to try to touch 5 different flowers
before they return to the circle.
Buzzing Bees
Procedure:
Divide the children into two groups: bees and flowers.
The flowers will sit scattered around the circle time area.
When you say, Bees Begin! instruct the bees to find a flower to
sit beside. Tell them to buzz as they fly around the circle.
Only one bee can sit by each flower. If two bees choose the
Circle Time: same flower, one of them must move to a different flower.
Movement Activities When all the bees are sitting, say, Bees Freeze! and the
buzzing stops.
Competencies &
Repeat, Bees Begin! and have the bees choose new flowers.
Objectives
Switch the children so that everyone has a chance to be a bee
Language Skills and a flower.
1.1, 1.4, 1.5, 2.1,
3.1, 3.2
2.1
1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 2.2, 3.1
20
Busy Bee and Back to Back
Procedure:
Each time the leader calls Busy Bee, all players begin buzzing.
A player stops buzzing when he or she finds another players and
stands back to back.
If an extra player cannot find a partner, you can stand back to
back with this player.
Busy Bee is called again, and buzzing players find new
partners.
Limit this activity to 5 minutes.

Circle Time:
Movement Activities
Competencies &
Objectives
Language Skills
1.1, 1.4, 1.5, 2.1,
3.1, 3.2
2.1
1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 2.2, 3.1
21
Language/Writing Language/Writing Center
Center: Vocabulary
Words Teaching Tips
Class Book: My Sunny Day
sunny Each child will add a page to the book about playing on a sunny
day. They can dictate a true story, or make up something. Let
sunshine them draw a picture to go with their story.
Put this book with all the other class books in the Library.
play Laminate the pages, or cover them in contact paper, if you can.
Class Book: See the Kitten on the Wall

write
This is a poem by William Wordsworth. You will write the poem
for the first page of the book, then each child will draw a picture
dictate of a kitten playing in the leaves.
story Laminate the pages, or cover them in contact paper, if you can.
illustrate Laminate the pages, or cover them in contact paper, if you can.
Class Snowman Story

draw This is not a class book. This is a story you will write as a group
during Circle Time. You will write the first line, then ask each
pretend child to tell you what happened next. Each child will add a line to
the story.
real Write this on big lined paper or posterboard, and hang it in the
Circle Time Area. The children can draw pictures for the story in
kitten Art when they draw their Snowman Illustrations.
Spring Writing Center

wall Have writing materials available for the children to use without
your direction.
leaves Make word cards with the names of things associated with spring
and have them available for the children to copy, along with name
fall cards.
poem Talking Tips

Class Book: My Sunny Day
snowman
Can you tell me a story about a sunny day?
What things can you do on a sunny day?
help What does the sun feel like on your face?
Class Book: See the Kitten on the Wall

What is your kitten doing in your picture?
How do the leaves feel to the kitten?
22
What sounds does the kitten make while playing?
Language/Writing
Class Snowman Story Center: Class Book: My
Sunny Day
What happened next in the story?
Can you tell me something funny that happened to the Competencies &
snowman? Objectives:
Can you tell me something scary that happened to the
snowman? Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
Spring Writing Center 2.4, 2.5, 2.6
What words can you copy? Science Skills
Can you read these names? 2.1, 2.2, 3.2, 3.3
Can you copy your name? Social/Emotional Skills
1.1, 1.2, 3.4
Physical Skills
Class Book: My Sunny Day 1.1, 3.1, 3.2
Objective:
For children to develop expressive
language skills and increase their
vocabulary
Materials:
12 x 18 white paper
Crayons
Markers
Procedure:
Invite 3 children at a time to the Language/Writing Center.
Ask each child to tell you a story about something they have
Language/Writing
done on a sunny day. It can be a real or pretend story. Center: Flower Journal
While one child is dictating, the other two can be drawing pictures
for their stories. Competencies &
Laminate or cover each page with contact paper, if you can, and Objectives:
put the book together. Put the book in the Library Center.
Language Skills
1.1, 1.5, 2.1, 2.2,
Class Book: See the Kitten on the Wall 2.3, 2.4, 2.5, 2.6
Objective: 1.1, 1.3, 3.1, 3.2, 3.3
For children to use their imaginations and fine motor skills in illustrat- Science Skills
ing a poem 1.2, 2.1, 2.2, 3.1,
3.2, 3.3, 3.4
Materials: Social/Emotional Skilsl
White paper 1.1, 1.2, 3.4
Construction paper Physical Skills
Markers 1.1, 3.1, 3.2
Crayons
23
Language/Writing Procedure:
Copy the following poem and make it the first page of the book.
Center: Vocabulary
Words See the kitten on the wall,
Sporting with the leaves that fall,
next Withered leaves one, two, three,
Falling from the elder tree,
Through the calm and frosty air,
practice
Of the morning bright and fair.
scribble - William Wordsworth
draw Invite 3 children at a time to the Language/Writing Center.

Read the poem to the children.
materials Ask the children to draw a picture of the kitten playing in the
leaves.
Put all of the pictures together into a class book. Laminate or
pencils cover the pages in contact paper, if you can. Put the book in the
Library Center.
pens
Moomaw, S. & B. Hieronymous (2001). More than letters: Literacy activities for
preschool, kindergarten, and first grade. St. Paul, MN: Redleaf Press.
markers
papercopy Class Snowman Story
Objective:
For children to use their imagina-
tions and develop their expressive
language skills
Language/Writing
Center: Class Book: Materials:
See the Kitten on the Large lined paper or poster board
Wall Markers
Competencies &
Procedure:
Objectives:
Read The Snowman by R. Briggs. This is a picture book with
Language Skills no words, so the children have to look at the pictures to figure out
1.1, 1.2, 1.5, 2.1, 2.2, what is happening.
2.3, 2.4, 2.5, 2.6 Tell the children that they are going to write words to go with the
Science Skills story. Count the number of pages, and count your children. If
2.1, 3.2, 3.3 you dont have enough pages for each child, ask two children to
Social/Emotional Skills tell you about each page.
1.1, 1.2, 3.4 Turn to the first page and ask a child to tell you what is
Physical Skills happening. On the paper, write the childs name and what he/she
1.1, 3.1, 3.2
24
says (use poster board if you can write straight; otherwise, use
large lined paper). Language/Writing
Have each child (or two children) tell you about each page in the Center: Class
Snowman Story
book. Use a different color marker for each child.
Let the children draw pictures for their pages in the Art Center Competencies &
using crayons. Objectives:
Moomaw, S. & B. Hieronymous (2001). More than letters: Literacy activities for Language Skills 1.1,
preschool, kindergarten, and first grade. St. Paul, MN: Redleaf Press. 1.2, 1.5, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6,
4.1, 4.2
Spring Writing Center Science Skills
2.1, 3.2
Objective: Social/Emotional Skills
For children to expand their vocabulary and develop their fine motor 1.1, 1.2, 3.4
skills Physical Skills
1.1, 3.1
Materials:
Word cards made from empty seed packets for a variety of flowers
(reseal the packets and laminate)
Name cards for each child in the class
Pencils
Paper
Crayons
Markers
Containers to hold word and name cards, pencils, markers, and
paper
Procedure:
In morning Circle Time, tell the children that there are new cards
to copy in the Writing/Language Center.
Show the children the flower seed packets and read the names of Language/Writing
the flowers to them. Center: Spring Writing
Make the materials available for the children to practice writing, Center
drawing, or scribbling.
Competencies &
Moomaw, S. & B. Hieronymous (2001). More than letters: Literacy activities for Objectives:
preschool, kindergarten, and first grade. St. Paul, MN: Redleaf Press.
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 1.3, 2.1
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1, 3.2
25
Math Center: Math Center
Vocabulary Words
Teaching Tips
measure
Measure Shadows
Measure shadows where you can draw with sidewalk chalk so
shadow that you can see the differences in the shadows at different times
of day.
sun
Red Sets and Yellow Sets
sunlight The goal of this activity is for children to learn to compare groups
of items.
cast If you can use small blocks of the same size, children can stack
them to see which color has more. This may be easier for the
children to figure out than lining them up.
length
Shape Match Grab Bag
change The goal of this activity is for children to recognize shapes in
common classroom materials.
move This activity can be available in the Math Center for the children
to do on their own after they have done it with the teacher.
compare
Longer or Shorter?
Let the children work together to decide if an object is longer or
different shorter that a craft stick.
Demonstrate to them how you can place an object next to the
red craft stick to decide if it is longer or shorter.
The children might use the words, bigger and smaller. Correct
yellow them by saying, Youre right, the lego is shorter than the craft
stick.
sort
Talking Tips
same Measure Shadows
What makes your shadow?
more How can we measure your shadow?
How has your shadow changed from this morning?
less
Are these two sets the same or different?
How can you make them the same?
What is different about the two sets?
Shape Match Grab Bag

What shapes do you see?
How can you match that shape?
26
Where can you find those shapes?
Math Center: Red Sets
Longer or Shorter? and Yellow Sets
How can you compare the items to the craft sticks?
Competencies &
How can you tell which is longer? Objectives:
Are there items here that are shorter than the craft stick?
Language Skills
Measure Shadows 1.1, 1.5, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6
Objective: Math/Reasoning Skills
1.1, 1.3, 3.2
For children to compare items and notice
Science Skills
things in the natural world around them 3.2
Materials: 1.1, 1.2, 3.4
Sidewalk chalk Physical Skills
1.1, 3.1
Procedure:
In the morning on the playground, pick
a sunny spot where you can write on
pavement or sidewalk with chalk.
Mark an X for each child to stand.
Have one child at a time stand on their
x, and tell them to stand very still.
Quickly trace their shadow using the chalk.
Write each childs name and the time in the outline.
In the afternoon, ask the children to predict if their shadows will
be the same. Ask them to explain their answers.
Have the children stand on their xs and trace their shadows
again. Their shadows will move because the sun is in a different
spot in the sky. Math Center: Measure
The children might want to do this on their own, so have the chalk Shadows
available.
Competencies &
Objectives:
Language Skills
Objective: 1.1, 1.5, 2.1, 2.2, 2.3,
To compare sets, with up to three objects, and decide 2.4, 2.5, 2.6
which has more or less Math/Reasoning Skills
3.1, 3.3, 4.2
Materials: Science Skills
1.2, 2.2, 3.4
18 (9 red, 9 yellow) counting bears or small blocks
1.1, 1.2, 3.4
Procedure: Physical Skills
1.1, 3.1
27
Math Center: Invite 3 children at a time to the Math/Reasoning Center.
Give each child 1 to 3 bears in red and a different number of
Vocabulary Words bears from 1 to 3 in yellow.
Have each child guess whether he/she has more red or yellow
square bears.
Have each child line the bears up in each color.
triangle Have each child decide which color has the most bears by
comparing the lines.
circle Ask each child, Was your guess correct?
James, J. & Biggar, P. (1992). Blocks, bears, and building math skills.
classroom Lewisville, NC: Kaplan Press.
find Shape Match Grab Bag
match Materials:
Posterboard
shape 4 grocery bags
Markers
Circular, square, and round blocks
longer
Procedure:
shorter Cut out large posterboard shapes of circles, squares, and
triangles.
Draw a circle, square, and triangle on each of 3 bags.
Place all posterboard shapes and blocks in the paper bag with no
drawing. This is the grab bag.
Invite 3 children at a time to the Math Center.
Math Center: Shape
Let each child select a shape or block from the grab bag and
Match Grab Bag match it to an object in the classroom (circles to clocks, for
example).
Competencies & Classify the blocks or posterboard shape by shape, placing them
Objectives: in paper bags which have a drawing of the same shape.
Language Skills James, J. & Biggar, P. (1992). Blocks, bears, and building math skills.
1.1, 1.5, 2.1, 2.2, 2.3, Lewisville, NC: Kaplan Press.
2.4, 2.5, 2.6
1.1, 1.3, 3.1, 3.2, 4.1,
4.2
Science Skills
1.2, 3.4
1.1, 1.2, 3.4
Physical Skills
1.1, 2.1, 3.1
28
Longer or Shorter?
Objective:
For children to learn to compare and sort items
Materials:
2 craft sticks
Poster board
Markers
Glue
Objects which are longer and shorter than a craft stick
Procedure:
Turn a large piece of poster board sideways and draw a line
down the middle.
Glue a craft stick at the top of each section of the poster board.
Label one craft stick Shorter and one Longer.
Invite 3 children at a time to the Math/Reasoning Center.
Show them the poster and the objects that you have collected,
and explain that they will decide what is shorter and what is
longer than a craft stick.
Lay the poster board on the table so that they can compare the
items with the craft sticks.
Let the children work together to figure out where to put the
items.
ames, J. & Biggar, P. (1992). Blocks, bears, and building math skills.
Lewisville, NC: Kaplan Press.
Math Center: Longer or

Shorter?
Competencies &
Objectives:
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 3.1, 3.3
Science Skills
3.4
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1
29
Science Center: Science Center
Vocabulary Words
Teaching Tips
sun
Put the Sunny Side Up
effect You will need to leave these projects in the sun where they wont
be disturbed. If you dont have a spot on the playground, you can
fade
put them on a window sill in direct sun.
shadow After they see the results, the children might want to make
several of these prints.
shape
Magic Matter
print The goal of this activity is for children to learn to compare groups
of items.
bleach If you can use small blocks of the same size, children can stack
them to see which color has more. This may be easier for the
image children to figure out than lining them up.
match
Keep It in Mind as You Go and Find
solid Be sure to collect items that the children will find again on the
playground.
liquid Have the children save the items they collect to use in next
weeks art activity.
change
Magnificent Exploration
wet Encourage the children to compare items with their naked eye
and with the magnifying glass, and tell you what is different.
dry
Let the children explore the classroom with the magnifying
powder glasses.
mix Talking Tips

evaporate Put the Sunny Side Up
What do you think will happen to the paper?
experiment
Why do you think that will happen?
explore Why is the paper lighter under the shapes?
scavenger Magic Matter

What does the magic matter feel like?
hunt What can you do with the magic matter?
What happens when you pour the magic matter?
find
collect What are you looking for?
find How will you match that object?
Where do you think you will find it?
30
Magnificent Exploration Science Center:
What do things look like with the magnifying glass?
Vocabulary Words
Why do things look different with the magnifying glass?
What are you looking at? search
Put the Sunny Side Up explore
Objective: sound
For children to notice things in the world around them and use
texture
expressive language to make predictions
touch
Materials:
Blue or purple colored construction paper environment
Objects to place on the paper
nature
Procedure:
Choose a flat, sunny place on the playground to put the papers. magnifying glass
If you dont have a spot where they can stay for a few hours, use
a window sill that is in direct sunlight.
magnify
Have the children place small objects (blocks, cookie cutters, eye
legoes, puzzle pieces, etc.) on the paper with the flattest side
down. view
Ask the children to predict what will happen if they are left in the
sun. large
Leave the papers in the direct sun for several hours.
Bring the papers and shapes back inside. Ask the children to
talk about what has happened. They will notice that the paper is
darker where the objects were sitting. The sun bleached the rest
of the paper.
Scramble the shapes and have the children match the shapes to Science Center: Put the
the paper. Sunny Side Up
Williams, R.A., Rockwell, R.E., & Sherwood, E.A. (1987). Competencies &
Mudpies to magnets: A preschool science curriculum. Objectives:
Beltsville, MD: Gryphon House.
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 1.3, 3.1, 3.2, 4.1
Science Skills
1.2, 2.2, 3.2, 3.4
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1
31
Magic Matter
Science Center: Magic
Matter
Objective:
Competencies &
For children to experiment with textures
Objectives:
Materials:
Language Skills Corn starch
1.1, 1.5, 2.1, 2.2, 2.3, Water
2.4, 2.5, 2.6 Mixing bowl
Science Skills Spoon
3.1, 3.4 Trays
1.1, 1.2, 3.4
Procedure:
Physical Skills
1.1, 3.1
Mix water and cornstarch. Hold a bit of the dry cornstarch back
in case you have made the mixture too soupy.
Test your mixture. It should be wet enough to flow, but dry
enough to break off in pieces. You will have to experiment to
reach this consistency. The mixture will dry out as the children
use it. Adding water to the mixture will bring it back to the original
state.
This matter is magic because it can change form from solid to
liquid. You can break it and yet it flows. As the children work with
the magic matter, ask them how it feels.
Williams, R.A., Rockwell, R.E., & Sherwood, E.A. (1987). Mudpies to magnets:
A preschool science curriculum. Beltsville, MD: Gryphon House.

Objective:
For children to match items
Science Center: Keep It
in Mind as You Go and
Find Materials:
Competencies & Items collected from the
Objectives: playground
Language Skills Shoe box
1.1, 1.5, 2.1, 2.2, 2.3, paper sandwich bags
2.4, 2.5, 2.6
Math/Reasoning Skills Procedure:
1.1, 1.3, 3.1, 3.2, 4.2
Make a collection of items from the playground.
Science Skills
Place the collection of items in a shoe box with a lid.
1.2, 3.1, 3.2, 3.3, 3.4
Social/Emotional Skills Give each child a paper sandwich bag.
1.1, 3.4
Physical Skills
1.1, 3.1
32
Open the shoe box and let the child choose two items.
Tell the children to go to the playground to find and collect the
same items.
Save the items to use in next weeks art activity.
Rockwell, R.E., Sherwood, E.A., & Williams, R.A. (1983). Hug a tree and other
things to do outdoors with young children. Beltsville, MD: Gryphon House.
Objective:
For children to observe the world around them
Materials:
Magnifying glasses
Procedure:
This is an activity the children can do without teacher supervision.
Make magnifying glasses available in the Science Center.
Encourage the children to look at many different things using the
magnifying glasses.
Encourage them to predict how things will look when they
examine them with the magnifying glass, then check their
predictions.
Let them use the magnifying glasses throughout the classroom.
Science Center:
Competencies &
Objectives:
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
Math/Reasoning Skill
3.1, 3.2, 3.3, 4.1, 4.2
Science Skills
1.2, 3.2, 3.3, 3.4
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1
33
Blocks Center: Blocks Center
Vocabulary Words
Teaching Tips
build
Building Blocks
In this activity you will use precut rectangles, squares, circles,
blocks and triangles. Cut these out the week before so that you will
have them ready for Monday.
collage This activity lasts all month long, so cut out a lot of shapes.
The children may want to make several pictures throughout the
red month.
yellow Talking Tips
green Building Blocks

What are you building today?
How can you copy your building with shapes?
blue Where did you get the idea for your building?
orange Building Blocks

pink Objective:
For children to develop fine motor skills and recognize basic shapes
purple
Materials:
12 x 18 white paper
Copies of the building poems
Construction paper shapes
Blocks Center: Building
Blocks Glue
Markers
Competencies & Name cards
Objectives:
Procedure:
Language Skills Make copies of the Building Blocks poem.
1.1, 1.5, 2.1, 2.2, 2.3, Cut out rectangles, squares, triangles, and circles.
2.4, 2.5, 2.6 As the children build in Blocks, have paper and shapes so that
Math/Manipulatives Skills
they can make a copy of their building using the shapes.
1.1, 1.3, 2.1, 3.1, 3.2,
Let the children write their names on the first blank line on the
3.3, 4.1, 4.2
Science Skills poem, and you write the name of the building that they make on
3.2, 3.4 the second blank line of the poem.
Social/Emotional Skill s
1.1, 1.2, 3.4 Moomaw, S. & B. Hieronymous (2001). More than letters: Literacy activities for
Physical Skills preschool, kindergarten, and first grade. St. Paul, MN: Redleaf Press.
1.1, 3.1, 3.2
34
Blocks Center:
Building Blocks
Vocabulary Words
With our blocks,
Big and small, black
We build as we play.
white
built a brown
With our blocks today.
construction
building
create
balance
copy
make
big
small
circle
square
triangle
rectangle
shape
illustrate
poem
name
35
Music Center: Music Center
Vocabulary Words
Teaching Tips
song
music This month you will be listening to music by different singers each
week.
volume Let the children dance and move to the music each day.
tempo Let the children play instruments along with the music if they
want to.
rhythm Ask the children about how the music makes them want to move.
Ask the children about how the music makes them feel.
beat There are no lesson plans for music activities this week.
fast
slow Talking Tips
How does this music make you feel?
loud How can you move to this music?
What is the beat of this music?
soft Can you play instruments to this music?
dance Which instruments do you hear in this music?
Do you know the words to this song?
move Which song do you like the best?
motion Which singer do you like the best?
shake
play
ring
strike
Music Center
Competencies &
Objectives:
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 1.2, 1.3, 2.1
Science Skills
3.3, 3.4
1.1, 1.2, 3.4
Physical Skills
1.1, 1.2, 3.1, 3.1
36
Dramatic Play Center Dramatic Play
Center: Vocabulary
Teaching Tips Words
School rulers
Children learn best through hands-on experiences. By using
different alphabet and number manipulative, children increase attendance
their exposure to letters and numbers.
Encourage children to tell you what they know about big kid school
school. You may be surprised at what they think school is all
about. Be sure to listen to what they have to say, and present read
school in a positive light.
teacher
Let children add materials and rearrange the center throughout
the month. They will come up with new ideas as they continue student
their play.
learn
Talking Tips
lesson
School
manipulative
What are you learning in school today?
How are your learning? magnetic
What does the teacher do?
What do students do? puzzles
What happens every day at school?
calendar
School chalkboard
Objective: pencils
For children to increase their awareness of letters and numbers
through hands-on experiences
Dramatic Play Center:
Materials: Farmers Market
Alphabet manipulatives (magnetic letters, letter blocks, puzzles)
Calendar Competencies &
Chairs Objectives:
Chalk and small chalkboards or dry erase markers and boards
Number and letter posters Language Skills
Pencils 1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
Rulers
Scissors 1.1, 1.3, 3.1, 3.2
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1
37
Dramatic Play Procedure:
Set up the Dramatic Play Center to look like a schoolroom, with
Center: Vocabulary school supplies and charts on the walls. Make alphabet manipu-
Words latives available. Include alphabet and number books.
Create an attendance chart that the children write their names on
A N when they enter the center.
B O Encourage the children to pretend to read and write while playing
school.
C P Put the Circle Time book in the Dramatic Play Center every day
so that the children can read the book to each other.
D Q As the children play, talk about school in positive ways.
E R
West, S., & A. Cox (2004). Literacy play: Over 300 dramatic play activities that
F S teach pre-reading skills. Beltsville, MD: Gryphon House.
G T
H U
I V
J W
K X
L Y
M Z
Dramatic Play Center:

School
Competencies &
Objectives:
Language Skills 1.1, 1.5,

2.1, 2.2, 2.3, 2.4,
2.5, 2.6, 4.1, 4.2
1.1, 1.2, 3.4
Physical Skills
3.1, 3.2
38
Art Center Art Center:
Vocabulary Words
Teaching Tips
splatter
Splatter Painting
This activity can be messy. Be sure to have smocks for the toothbrush
children to wear. You might want to do this activity on the paint
playground.
If you dont have a small piece of window screen, the children paper
can try shaking the paint off the toothbrush, or running their
finger over the bristles. If this is too hard, they can just dip the create
toothbrush in the paint and paint with it like a paint brush.
draw
Fall Colors
Have red, yellow, and brown paint, markers, and crayons make
available for the children to use.
Talk about the colors of leaves when they change and fall off of
imagine
trees. red
Snowman Illustrations yellow
The pictures in the book The Snowman look like crayon or
chalk. Let the children use the book to look at while they color brown
their own pictures of snowmen for the class snowman story.
fall
Natural Object Sculpture
Use the items that the children found on the playground leaves
scavenger hunt last week. snowman
If they cant make a sculpture, they can make a collage using the
objects and other art materials. illustration
Talking Tips copy
Splatter Painting match

How is this different from a paint brush? style
What do you use a toothbrush for at home?
What does your picture look like when you paint with a natural
toothbrush?
object
Fall Colors
What colors do you see when the leaves change? sculpture
What colors are you painting with?
Where did you get the idea for your painting? collage
Snowman Illustrations
What happens to the snowman in your part of the story?
What kind of picture are you drawing?
39
What do the illustrations in the book look like?
Art Center: Splatter
Painting Natural Object Sculpture
What objects did you find on the playground?
Competencies & What will you make with your objects?
Objectives:
What other things can you use?
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3, Splatter Painting
2.4, 2.5, 2.6
Math/Reasoning Skills Objective:
1.3, 2.1, 3.1, 4.1 For children to develop fine motor skills and recognize basic shapes
Science Skills and colors
3.1, 3.2, 4.1
1.1, 1.2, 3.4 Materials:
Physical Skills Paint
1.1, 3.1 Paper
Toothbrush
Small piece of window screen
Tape
Newspaper
Cut-out shapes (triangle, square, rectangle, triangle)
Procedure:
Tape paper in the center of the newspaper.
Let the children arrange shapes on the paper.
Let the children pick up a small amount of paint on the
toothbrush.
Help the children to hold the screen over the paper and rub the
toothbrush back and forth over the screen to make splatters.
Remove the shapes and let the paint dry.
Art Center: Fall Colors If you dont have screen, the children can run their thumb over
the toothbrush with it over the paper, or simply paint over the
Competencies & shapes using the toothbrush like a paint brush.
Objectives:
Kohl, M.A. (1985). Scribble cookies and other independent creative art
Language Skills experiences for children. Bellingham, WA: Bright Ring Publishing.
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
Math/Reasoning Skills Fall Colors
1.1, 4.1
Science Skills Objective:
3.2, 4.1 For children to recognize basic shapes and colors, and develop fine
Social/Emotional Skills motor skills
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1, 3.2 Materials:
Red, yellow, orange, and brown paint, crayons, markers,
and construction paper
40
White paper
Glue Art Center: Snowman
Scissors Illustrations
Paintbrushes
Competencies &
Objectives:
Procedure:
Let the children paint, color, draw, or glue using materials in fall Language Skills 1.1, 1.5,
colors. 2.1, 2.2, 2.3, 2.4, 2.5,
2.6, 4.1, 4.2
Snowman Illustrations Math/Reasoning Skills
2.1, 4.1
Science Skills
Objective:
3.1, 3.2, 4.1
For children to develop fine Social/Emotional Skills
motor skills. 1.1, 1.2, 3.4
Physical Skills
Materials: 1.1, 3.1, 3.2
The Snowman by R. Briggs
Crayons
Paper
Procedure:
In Morning Circle Time, write the Class Snowman Story.
Let each child draw a picture to go with their part of the story.
Let the children look at the book at the Art Center. Help them find
the page that they talked about.
Natural Object Sculpture

Objective:
For children to notice things around them, notice textures, and Art Center: Natural
Object Sculpture
develop fine motor skills
Competencies &
Materials: Objectives
Objects found in Playground Scavenger Hunt
All art objects Language Skills
Cardboard pieces 1.1, 1.5, 2.1, 2.2, 2.3,
Paper 2.4, 2.5, 2.6
Glue Math/Reasoning Skills
Scissors 3.1
Science Skills
1.2, 3.1, 3.3
Procedure:
Let the children use the objects they found on the Playground 1.1, 1.2, 3.4
Scavenger Hunt to build a sculpture with other art materials. Physical Skills
If the objects they found are not strong enough to stand up, they 1.1, 3.1
can glue a collage on the paper using their found objects and
other art materials.
41
Playground: Playground
Vocabulary Words
Teaching Tips
playground
climber Free Play
It is important that children have plenty of time to run, hop, skip,
swings jump, swing, or just sit with a friend when they are outside.
slide Allow the children to make their own choices about what they are
doing.
crawl This is the time for them to use their outside voices.
It is important that you remain focused on what they children
tunnel are doing, rather than talk to another teacher. The safety of the
chase children is your first priority.
Use your Talking Tips to encourage the children to tell you what
turn they are doing.
hop Use your Playground Vocabulary to help children find the words
they need to tell you what they are doing.
skip
jump Talking Tips
run Free Play
tag What are you doing?
What do you see on the playground?
freeze What do you hear on the playground?
push How does it feel to be outside?
How is weather changing?
ride Where do you like to play on the playground?
What do you like to do on the playground?
peddle
Free Play
Playground: Free Play Objective:
For children to use their large muscles to develop physical skills
Competencies &
Objectives:
Procedure:
Allow the children to play freely on the playground. Encourage
Language Skills
1.1, 1.5, 2.1, 2.2, them to run, jump, skip, swing, climb, and crawl.
2.3, 2.4, 2.5, 2.6 This is the childrens opportunity to exercise their muscles and
Science Skills use their outside voices.
1.1, 1.2, 2.1 Move around the playground frequently so that you can monitor
Social/Emotional Skills the entire playground. Do not sit down and talk to other adults
1.1, 1.2, 3.4 for long period of time. The safety of the children is your first
Physical Skills priority.
1.1, 2.1
42

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Using the Mississippi Early

Science Center ..................................................................................................................30

Blocks Center ..................................................................................................... 34

Music Center ...................................................................................................... 36

Dramatic Play Center .......................................................................................... 37

Art Center .......................................................................................................... 39

The children will increase their receptive language skills.

The children will continue to develop social and emotional skills.

Participating in classroom activities helps children understand their role as a

The children will continue to develop their physical skills.

Summer Monday Tuesday Wednesday Thursday Friday

Mississippi State, MS: Mississippi State University Early Childhood Institute.

Fall Monday Tuesday Wednesday Thursday Friday

Mississippi State, MS: Mississippi State University Early Childhood Institute.

Daily Wrap-Up Review experiences in Science and Music

Winter Monday Tuesday Wednesday Thursday Friday

Mississippi State, MS: Mississippi State University Early Childhood Institute.

Spring Monday Tuesday Wednesday Thursday Friday

Mississippi State, MS: Mississippi State University Early Childhood Institute.

Daily Wrap-Up Review experiences in Science and Music

Good Morning Merry Sunshine hot

Autumn leaves are falling, falling, falling. Social/Emotional Skills

Language Skills September blow soft

Snow, Snow, Fly Away sprout

I made a little snowman, Language Skills

green Frosty Weather

Buttercups and Daisies

Buttercups and daisies,

Down by the bay,

In the summer leaves are rustling,

In the autumn leaves are falling,

In the winter leaves are sleeping,

Schiller, P. (2001). Creating readers: Over 1000 games, activities, tongue

Ring Around the Rosies

Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement

They stand up high, (stand up)

Flowers start as tiny little seeds

Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement

Apple, Apple, Whos Got the Apple?

Matricardi, J. & J. McClarty (2005). Group time activities A to Z. Clifton Park,

Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement

Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement

The Winds are Changing

Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement

Class Book: See the Kitten on the Wall

Class Snowman Story

Spring Writing Center

poem Talking Tips

Class Book: See the Kitten on the Wall

scribble - William Wordsworth

draw Invite 3 children at a time to the Language/Writing Center.

papercopy Class Snowman Story

Shape Match Grab Bag

find Shape Match Grab Bag

Math Center: Longer or

mix Talking Tips

scavenger Magic Matter

Keep It in Mind as You Go and Find

yellow Talking Tips

green Building Blocks

orange Building Blocks

Dramatic Play Center:

Language Skills 1.1, 1.5,

Splatter Painting match