CIRCLE TIME NEVER GOES OUT OF STYLE!

You know I’ve been at this rodeo a LONG time, but before they put me out to the pasture, I want to keep all the ideas I’ve gleaned along the way alive and I want them available for you. I am a broken record saying, “THE WORLD KEEPS CHANGING, BUT CHILDREN ARE THE SAME.” The activities I used in my classroom years ago will still work for you today. You can call it circle time, or morning meeting, or anything you want, but the bottom line is it’s a special way to start your day.

What if someone says that circle time is a waste of time?

What would you respond? Do you really think it’s a waste of time? Most of us who have actually sat in a circle with our children to start the day realize it is MAGIC! It is the way to connect with your children, nurture your classroom family, develop social /emotional skills, and set the stage for the day. Since standards and skills are driving education, take a look at these skills that can be nurtured in a natural way at circle time.

Oral language– Children learn to feel comfortable talking in a group and expressing their thoughts and opinions. They also learn to listen to their classmates and respect their ideas.

Literacy skills– Alphabet songs, phonological awareness activities, choral reading, nursery rhymes, finger plays, daily message, and classroom print can be highlighted at circle time.

Math concepts– Talking about the calendar, counting the friends present, comparing sizes, or discussing shapes can be a meaningful part of circle time.

Executive function– As children learn to sit quietly and participate in a group they are developing self-regulation. There is also a beginning and an end to the routine.

Classroom management– This is a time when the teacher can reinforce simple skills, explain classroom activities, review the daily schedule, and model expectations.

Social skills– Learning to take turns and listen to classmates is expected in circle time. As children sing songs together or say rhymes or finger plays they can have fun with their friends. At this group time you can brainstorm classroom problems – tattling, hurting someone’s feelings, pushing in line, etc.

Emotional skills– In circle time all children can be accepted and valued for their individuality. Feelings that we are all different, but that’s O.K., are of primary focus.

Physical skills– Dances and movement songs release wiggles and oxygenate the brain. Cross-lateral activities activate the brain and get it ready to learn.

Science & Social Studies– Talking about the weather, the leaves changing colors, the different ways families celebrate, classroom pets, and real events in the children’s world are meaningful topics at circle time. Specific themes and units of study can also be integrated into this large group time.

Fall in Love with Books- Circle time can be used for book walks, talks, themes, and bibliotherapy.

We Can Make a Circle
This is a precious song to gather the children and make a circle. It goes to the tune of “Lassie and Laddie.” Take the hands of several children and slowly walk in a circle as you sing.

We can make a circle, a circle, a circle.
We can make a circle and hold hands right now.
Hold hands with a friend, a circle never ends.
We can make a circle and hold hands right now.
Hint! Continue singing the song until all the children have joined hands to make a circle. Sit down and you’re ready to begin.

MORNING MESSAGE

The morning message is a powerful way to demonstrate the importance of reading and writing. When a class mascot (stuffed animal or puppet) has a message waiting for the children it will give them something to anticipate each day.

Here's a song to the tune of “My Darlin Clementine” to focus children’s attention for the 

morning meeting:

We are readers. We are writers.

And we like to learn it’s true.

We will read the morning message

So we’ll know just what to do.

HANDSHAKES

Children spend so much time in front of a screen that many of them have a difficult time actually connecting with others and looking them in the eyes. These handshakes are a great way to encourage children to interact with their teacher and friends. They also involve multiple senses that will activate the brain.

Click to view

Hint! Choose one and do it every day for a week. After you’ve introduced several you can let a special helper choose the handshake for the day.

Butterfly – Hook right thumbs together. Extend the other four fingers to make the butterfly’s wings. Pretend to flutter the butterfly’s wings as you move your hands in a circular motion.

Squirrel – One friend extends her arm. The other friend quickly runs fingers from the wrist up to the shoulder. Switch places.

Thumb Kiss – Hold up thumbs and touch as you make a smacking sound.

Hamburger – Children bump fists and say, “Burger.” Open fists and wiggle fingers together as they say, “Fries.” Hands in the air and shake fists and hips as they say, “Shake.”

Farmer – The teacher crosses her fingers and points thumbs down to represent the cow’s utter. The child grabs the thumbs and pretends to milk the cow.

Cool Dude – Partners knuckle bump and then open their fist and slide it back as they say, “Pssshhh!”

Double Cross Handshake – Shake right hands and then reach across and shake left hands.

Lumberjack – Partners hold up right thumbs and grab them with the left hand. Partners then clasp right fingers and pretend to saw back and forth.

Builder – Shake hands and move them up and down vertically as you say, “Here’s a hammer.” Move hands horizontally back and forth as you say, “Here’s a saw.” Gently twist wrists as you say, “And here’s a screwdriver.”

Potato – Bump fists as you say, “Baked potato.” Bend index fingers and touch as you say, “Tader tot.” Open fingers and wiggle with your partner as you say, “And fries.”

Ghost – Extend arms and swish back in forth as you say, “Woooo!”

Buzz! Extend index finger and touch to your partner’s index finger as you make a buzzing sound.

Fisherman – Place right hand on each other’s right forearm and tap gently like a fish tail. Bend right arm back as if reeling in a fish as you say, “Good morning!”

Hand Hug – Hold up right palms and touch in the air. Bend thumbs around and gently squeeze.

Spiderman – Partners hold up four fingers and intertwine. Spiders have 8 legs and you have 8 wiggly fingers.

Biker – Children hold out fists and stick up thumbs. The teacher grabs the thumbs and pretends to turn them while making a “Brrrrmmmm” sound. “Now your brain is revved up and you’re ready to learn!”

Body Parts – Call out different body parts and challenge children to greet partners by gently touching elbows, knees, heads, ankles, toes, chins, etc.

Jellyfish – Bump fists and then open and close fingers as you pull them back like a jellyfish.

Bow Wow – Partners bow and then make “w’s” by sticking up three middle fingers. Open mouth and place “w’s” on either side to create the word “WOW!”

4-H Hello – Children can choose one of these “H’s.”
High Five (High five partner.)
Handshake (Shake hands.)
Hug (Hug each other.)
Hollywood kiss (Air kiss on left and right.)

*They can also choose a homerun, which is all four!

Hint! Cut a hand, numeral “5”, heart, and lips out of fun foam or felt. Place on the floor so the children can stand on the one they’d like.

GIVE ME A CHEER!

You’ve never downloaded my cheer cards? Well, today is the day!

These cheer cards can be used to focus children’s attention and put a smile on their faces. Every child in your classroom can feel good with these cheers.

What? cheer cards, Cheerios box or Cheer detergent box, heavy paper, scissors

Why? attention grabbers, positive self-esteem, classroom family

When? Large group, small group, all day long

How? Copy the cheer cards below on heavy paper. Cut apart. Introduce one new cheer each day. Use the cheer throughout the day. At the end of the day take a Cheerios box or a Cheer detergent box and say, “We’ve learned a new cheer. Let’s save it in our “cheer box.”

Hint! You can also tape these cheers to a bulletin, classroom door, or the front of your desk.

*When you want to encourage a child, have her reach into the “cheer box” and lead the class in that cheer.

I have two different sets of cheer cards so you can choose the one that you like best.

http://www.drjean.org/html/monthly_act/act_2004/06_june/06_2004_pdf.html

https://www.teacherspayteachers.com/Product/Dr-Jeans-Cheer-Cards-1270706

Here are two videos where you can watch me demonstrate many of the cheers.



https://www.youtube.com/watch?v=iWPA-jYdWe8

https://www.youtube.com/watch?v=3hsOFYEMSvI

THE RULES OF THE CLASSROOM

Rules help children feel secure and know what behavior is expected of them. Here are a few simple rules that children can review with a chant and dance each morning.

Rules Rap
Chorus:
The rules, the rules, the rules of the classroom. (Snap fingers.)
The rules, the rules, the rules of the classroom.

Follow, follow, follow directions, (Point index fingers.)
Follow, follow, follow directions. Chorus

Feet and hands, feet and hands, (Point to feet and hands.)
Feet and hands to yourself. Chorus

Small voices inside, tall voices on the playground. (Quiet and loud voice.)
Small voices inside, tall voices on the playground. Chorus

Work together, don’t fight, or you’ll get in trouble. (Clasp hands.)
Work together, don’t fight, or you’ll get in trouble. Chorus

Click to view

Class Rule Book

After teaching the class the “Rules Rap” discuss why rules are important. Say, “I know everyone in our class has a good rule to share with us.” Give each child a sheet of paper to draw a rule. Older students can write the rule and younger students can dictate the rule. Put their rules together, make a cover, and bind to make a book. Explain that when adults agree to do something they sign a contract. Invite the children to sign their names on the book to indicate they agree to the rules. When children are doing something they shouldn’t be doing take the book and point to a page as you say, “Look, it says _______ in the book. Show me the right thing to do.” (Most of them can’t read anyway, so you can turn to any page in the book!)

If You Don't Know What to Do

Here's a song to "If You're Happy and You Know It" that will suggest a positive model for children who are not following directions.

If you don't know what to do, look at (child's name).
If you don't know what to do, look at (child's name).
He/she will show you what to do so you can do it, too.
If you don't know what to do, look at (child's name).


Behavior Management
Circle time is the perfect opportunity to discuss behavior problems. Explain, “I’ve noticed problem. I need your help to figure out how we can solve this problem. Let’s brainstorm to see how we can fix it.”

Note! Accept all responses and then summarize at the end. 

DR. KNICKERBOCKER - Two versions

Children can learn to listen and follow directions in a fun with with Dr. Knickerbocker.

https://bit.ly/drJKnicker

Longer version: https://bit.ly/drJKnickerLong

 

ATTENTION GRABBERS IN SPANISH

I am so excited to share these Spanish translations of some of my "Transition Tips and Tricks" with you. Thank you, thank you, Claudia Hernandez of the Garland ISD!


TRANSLATIONS BY CLAUDIA HERNANDEZ


ATTENTION, PLEASE!

Tootsie Roll

Tootsie roll, (Roll hands around each other.)

Lollipop. (Pretend to lick a lollipop.)

We’ve been talking, (Open and shut fingers.)

Now let’s stop! (Make sign language sign for “stop.”)



Tootsie Roll

Tootsie roll, (Roll hands around each other.)

Chupete. (Pretend to lick a lollipop.)

Hemos estado hablando (Open and shut fingers.)

¡Ahora detengámonos! (Make sign language sign for “stop.”)



Hocus Pocus

Teacher says:

“Hocus Pocus!” (Stick out index finger and circle around like a magic wand.)

Children respond:

“Everybody focus!” (Children make circles with fingers and thumbs and place

around eyes like spectacles.)

Hocus Pocus

Teacher says:

“Hocus Pocus!” (Stick out index finger and circle around like a magic wand.)

Children respond:

“Todos concentrados!” (Children make circles with fingers and thumbs and place

around eyes like spectacles.)

H-A-P-P-Y

Teacher says: Is everybody happy?

Children repeat: Yes, ma’m. H –a- p – p – y. Happy! (Clap on letters.)


F-E-L-I-C-E-S

Teacher says: ¿Están todos felices?

Children repeat: Si, maestra. F-e- l- I -c- e -s. Felices! (Clap on letters.)



Give Me a Clap (Tune: “Addams Family”)

Give me a clap. (Clap twice.)

Give me a clap. (Clap twice.)

Give me a clap, give me a clap,

Give me a clap. (Clap twice.)

Give me a snap. (Snap twice.)

Give me a snap. (Snap twice.)

Now fold your hands and put them down

Into your lap. (Model putting your hands in your lap.)


Give Me a Clap (Tune: “Addams Family”)

Aplaudamos (Clap twice.)

aplaudamos (Clap twice.)

aplaudamos, aplaudamos,

aplaudamos. (Clap twice.)

Tronemos los dedos. (Snap twice)

Tronemos los dedos. (Snap twice)

Dobla tus manos y ahora bájalas

En tu regazo. (Model putting your hands in your lap).


Sit Down Chant

Clap your hands. (Clap 3 times slowly.)

Stomp your feet. (Stomp slowly 3 times.)

Put your bottom

in your seat!


Sit Down Chant

Aplaude. (Clap 3 times slowly.)

Marchando. (Stomp slowly 3 times.)

Siéntate

en tu lugar!



How Does My Teacher Feel About Me?

Teacher says: “How does my teacher feel about me?”

Children respond: “I’m as special as special can be because my teacher believes in me!”


How Does My Teacher Feel About Me?

Teacher says: “¿Qué piensa mi maestra de mí?”

Children respond: ¡Soy más especial de lo que especial puede ser,

porque mi maestro cree en mí!"





Hands on Top

Teacher says: Hands on top. (Place hands on head.)

Students respond: Everybody stop. (Place hands on head and freeze.)


Hands on Top

Teacher says: Manos arriba (Place hands on head.)

Students respond: Todos paramos. (Place hands on head and freeze.)



Criss Cross

Criss cross, (Sit on floor and cross legs.)

Be your own boss. (Fold your arms and nod head.)


Criss Cross

Cruza tus piernas. (Sit on floor and cross legs.)

Tu estás a cargo! (Fold your arms and nod head.)


Sitting Chant

1, 2, 3, 4 - glue your bottoms to the floor.

5, 6, 7, 8 - hands to yourself and sit up straight.


Sitting Chant

1, 2, 3, 4 - siéntate en el piso.

5, 6, 7, 8 - manos en tus piernas y sentado derechito.



I Think I Can

This is a great song to sing to encourage children to always give it a try. It goes to the tune of “If You’re Happy and You Know It.”

I think I can are words I like to say.

I think I can are words I like to say.

In time I’ll get it right if I try with all my might.

I think I can are words I like to say.



“Creo que puedo” son palabras que me gusta decir.

“Creo que puedo” son palabras que me gusta decir.

Con el tiempo lo haré bien, si lo intento y me esfuerzo.

“Creo que puedo” son palabras que me gusta decir.

TRANSITION TIPS AND TRICKS

https://www.youtube.com/watch?v=vK6EKSUJ6Wg

Is, “Shhhhhh!” not working? Well, here are a few tricks for you to try!


Hocus Pocus
Teacher says:
“Hocus Pocus!” (Stick out index finger and circle around like a magic wand.)
Children respond:
“Everybody focus!” (Children make circles with fingers and thumbs and place
around eyes like spectacles.)

Tootsie Roll
Tootsie roll, (Roll hands around each other.)
Lollipop. (Pretend to lick a lollipop.)
We’ve been talking, (Open and shut fingers.)
Now let’s stop! (Make sign language sign for “stop.”)


Student Heroes
5-4-3-2-1-zero (Hold up hand and put down one finger at a time.)
I’m looking for my (Make circles with index fingers and thumbs and
student heroes. place around eyes like glasses.)
*Call the names of children who are sitting quietly.


Special Signals
Blow bubbles. Challenge children to look at you and be quiet before all the bubbles pop.

Open a music box. When children hear the music they should freeze.

Blink the lights, play a xylophone, or make some other unique noise or motion.

Magic Clap
Explain to the children that you have a magic signal that only your class will know about. Every time you clap your hands, you want them to repeat the clap and look at you. Practice clapping various patterns until all the children have joined in..


If You Can Hear My Voice
In a normal voice say:
If you can hear my voice, clap your hands one time.
In a softer voice say:
If you can hear my voice, clap your hands two times.
In a whisper voice say:
If you can hear my voice, please look at me.
Continue lowering your voice until children are focused on you.


Give Me a Clap
(Tune: “Addams Family”)
Give me a clap. (Clap twice.) Give me a clap. (Clap twice.)
Give me a clap, give me a clap,
Give me a clap. (Clap twice.)
Give me a snap. (Snap twice.) Give me a snap. (Snap twice.)
Now fold your hands and put them down
Into your lap. (Model putting your hands in your lap.)

Thumbs Up
Thumbs up, across the chest.
Pat on the back because you’re the best!






How Does My Teacher Feel About Me?
Teacher says: “How does my teacher feel about me?”
Children respond: “I’m as special as special can be because my teacher believes in me!”


Simon Says
Begin a game of Simon Says:
Simon says clap three times.
Simon says put your hands in the air.
Simon says touch your ears.
Simon says blink your eyes, etc.
As children join in the game lower your voice as you say:
Simon says put your hands in your lap and
listen to me…line up at the door…get out your
math books, etc.


Hands on Top
Teacher says: Hands on top. (Place hands on head.)

Students respond: Everybody stop. (Place hands on head and freeze.)


Here's another video where I demonstrate some of these attention grabbers.


https://www.youtube.com/watch?v=8xRVtrnnw-w&t=1s 

SECRETS OF CLASSROOM MANAGEMENT AND A BAG OF TRICKS

As I was going through some old files I came across a handout titled “Top Ten Secrets of Classroom Management.” Although it was written years ago, I believe the points are as timely as ever. It was a reminder once again that GOOD TEACHING IS GOOD TEACHING! I hope you’ll find at least one or two tips that will ring clear for you this new school year.

1. Be firm, fair, and consistent. (I actually learned this in my first education class. It’s one of those things that sounds simple, but it’s not always easy.)

*Keep cool, calm, and use a quiet voice. (As you lower your voice and breath slowly you will “pull” them in.)


2. Follow a daily schedule.

*Start each day in a happy way. (Of course, a Dr. Jean silly song always works.)

*Use routines and rituals. (My handshakes, attention grabbers, and cheers are what I’m talking about.)


3. Communicate clearly and concisely. (Say what you mean and mean what you say.)

*Use your body language, facial expression, and tone of voice. (Develop your own “look” that means “get it together now!”)

*Use sign language.


4. Have classroom rules that are few, simple, and affirmative. (Let’s hear it for the “Rules Rap.”)

*Be specific about what is acceptable and unacceptable behavior. (You may do this, but you may not do that!)


5. Use positive guidance techniques.

*Redirect. (Give them something positive to do to replace the negative behavior.)

*Natural consequences. (You hurt Juan’s feelings. How can you make him feel better?)

*Discipline in private. (I found it worked best to pull a child quietly aside, hold their hands, look in their eyes, and talk to them about what they needed to do.)


6. Prevent problems whenever possible.

*Divide and conquer. (Separate those trouble makers!)

*Problem solve with the children. (Talk to them when there is a classroom issue. Get their input into how to improve the situation.)

*Observe and document. (Children tell us things by their behavior. Do they argue over a classroom object? Are they fidgety before math? How can you manipulate the environment and schedule to alleviate the issue?)


7. Use a variety of teaching strategies and grouping techniques. (Another timeless tip I learned my first year in college was to vary the instructional strategies. You can’t do the same thing over and over.)

*Large group.
*Small group.
*Independent.
*Choices.


8. Provide children with opportunities to vent energy.

*Brain breaks. (This is nothing new. Children have always needed to wiggle. And teachers need to wiggle, too!)

*Sing and dance. (I’ve got lots of free videos to help you.)

*Exercise.

*Talking recess. (Let them have a babble break and just walk around the room and chit-chat with their friends for a few minutes.)


9. Only do what only you can do!
(Don’t wear yourself out doing menial tasks.)

*Encourage children to accept responsibility.

*Be a model for them. (They won’t know how to wash the tables or put away materials if you don’t demonstrate first.)

*Set high expectations. (It’s amazing what little children can do if you expect it.)


10.Keep a bag of tricks up your sleeve!

You Knock My Socks Off! 

You will need an old pair of socks, a stick, and a piece of string 18” long for this project. Tie a sock to each end of the string. Tie the middle of the string to the stick. When children do something outstanding, take the stick and wave it in the air as you say, “You knock my socks off!”

Mr. Good for You!
A cloth glove, markers, fiberfill, and pipe cleaner are all you need to make a “good for you hand.” First, draw a happy face on one side of the glove with the markers. Fill the glove tightly with fiberfill or another stuffing. Gather the bottom of the glove and secure with a pipe cleaner. Children get “Mr. Good for You” and pat themselves on the back when they accomplish a new task.

Flashlight Spotlight
Take a flashlight and shine it on a child who is modeling the behavior you are looking for. “Spotlight on (child’s name). He’s got his math book and he’s ready to learn.”

Happy Chappy
You will need some lip balm with a fragrance. Gently rub children’s right hand with a “happy chappy” when they are following directions.



Peace Flower
When two children have a disagreement let them hold the flower with both hands as they look at each other. When they have resolved their conflict they can hug and to back and play.

Would you like to see me demonstrate some of these?

https://www.youtube.com/watch?v=dVc0xT0Z0rY&t=155s

https://bit.ly/drJFunTools

NAME GAMES

Names are very important to children. (Call them by the wrong name and they will let you know about it!) Here are some songs and chants you can use to help the children learn their classmates’ names as you nurture your “classroom family.”

Who Ate the Cookie?
Child’s name ate the cookie (Hold up name card.)
in the cookie jar.
Who me? (First child responds.)
Yes you. (Class chants.)
Couldn’t be? (First child.)
Then who? (Class chants.)
Second child’s name ate (Hold up another name.)
the cookie in the cookie jar…

*Cut out paper cookies and write the children’s names on them. Store in an empty cookie box and use as you say the chant.

*Cut out gingerbread cookies. Glue children’s faces on the head and write their names on the bodies. Add a strip of magnetic tape to the back and these can be used for signing in, the question of the day, or graphs. 

*Make cookies and glue the child’s photo to one side and print their name on the other side. Place the cookies face down on the floor. Children try to read their friends’ names and then flip over with a spatula to confirm.

Name Cheer
(Cheer each child’s name.)Give me a ‘K’.
‘K’ - I’ve got a ‘K,’ you’ve got a ‘K.’
Give me an ‘i’…Give me an ‘M’
What’s it spell? ‘Kim’ Say it again. ‘Kim’ One more time. ‘Kim’ Yeah!!!

Shakey, Shakey
(Clap hands or slap knees.)
Child’s name, child’s name sick in bed.
Called the doctor and the doctor said,
“Get up child’s name, you’re not sick.
All you need is an exercise trick.”
So hands up, and shakey, shakey, shakey.
Get down and shakey, shakey, shakey.
Turn around and shakey, shakey, shakey.
Sit down and shakey, shakey, shakey.

Hint! When doing these chants, never force children to participate. If you have a very shy child, I would ask them if they would like you to use their name. Often, they want to hear their name, but they don’t want to stand up and dance.

Little Red Box
(Tune: “Polly Wolly Doodle”)
I wish I had a little red box
To put my child’s name in. (Hold up name card.)
I’d take him/her out and go,
“How do you do?” (Pretend to shake hand.)
And put him/her back again.
*Sing “Hug, hug, hug” instead of “How do you do?” as you pretend to hug.
Cover a small box with red paper and insert the name cards. Pull out one at a time as you sing the song.


Pick It Up
Have children stand in a circle. Spread name cards in the middle on the floor. The children find their name and pick it up when you sing it in this song that goes to the tune of "If You're Happy."
If your name is child's name pick it up.
If your name is second child's name pick it up.
If your name is third child's name pick it up.
If your name is fourth child's name pick it up.

Letter Song
(Tune: “The Bear Went over the Mountain”)
Use the first letter of each child’s name as you sing.
W is for Will,
W is for Will,
W is for Will,
And he’s a friend of mine.

BINGO
(Traditional Tune)
There is a friend in our class
And David is his name-o.
D – A – V – I - D
D – A – V – I - D
D – A – V – I - D
And David is his name-o.
*Hint! You may have to be creative as you use different children’s names in this song. Short names you will have to stretch out and long names try using the first five letters.

SCIENCE CENTER

WHY?

In the science center children are able to explore, observe, solve problems, make decisions, develop concepts about science and nature, improve language, interact socially, and develop sensory skills. Children’s curiosity about the world and their interest in nature will also be extended.

Materials:

Shelves, tables

Lab coats, safety goggles

Magnifying glass

Magnets

Plants

Prism

Aquarium

Balance scale

Science books, magazines

Pictures and posters

Thermometer

Flashlight

Feely box

Terrarium

Sensory materials

Models (dinosaurs, insects)

Mirror

Seeds, leaves, flowers, feathers

Exhibits (nature collections of rocks, shells, bones, insects, etc.)

Field guide books

Clipboard, paper, pencils

Planting area to grow sprouts, flowers, herbs, etc.


Nature Center
Take a plastic tub and fill it with objects from a natural area in your community. It's as simple as that! Invite the children to bring in other interesting items that they find in nature to add to your center.



magnifying glass
clipboard, pencils, paper
ruler
field guide book (leaves, rocks, shells, etc.)

ART CENTER

WHY?

When you set up an open art center in your classroom children will have the opportunity to plan and create their own unique ways. They’ll also be using engineering skills as they design what they want to create and technology skills as they use the tools (scissors, brushes, glue, etc.) They’ll be able to make choices, experiment, solve problems and be truly creative. It’s important to provide a wide variety of materials that they can get out and clean up independently

Materials:

Shelves

Easel

Tables and chair

Drying rack

Smocks

Brushes

Paints, water colors, finger paint

Hole punch

Paper (scrap, construction, cardboard, newspaper, tissue paper)

Scissors

Crayons, colored pencils, markers

Lunch sacks, paper plates

Paper cups

Glue, glue sticks

Material scraps, buttons, yarn

Stapler

Tape

Junk scraps (paper towel rolls, egg cartons)

Magazines, catalogs

Chalk

Paper clips, brads

Clay, play dough

Craft sticks

Pipe cleaners

Natural objects (flowers, leaves, rocks, shells)

Hint! Store materials in clear containers and label with words and pictures of the objects.


Bundles
Materials: crayons, rubber bands, paper
Directions: Wrap a rubber band around 3 or 4 crayons. Children can hold the “bundle” and draw a design or picture on their paper.

LIBRARY AND LISTENING CENTER

WHY?

The library should be inviting and interesting because you want the children to fall in LOVE with books. In the library area children can also develop oral language listening skills and reading readiness skills as they explore new concepts. 

Materials:

Books (all sizes shapes, subjects)

Comfortable seating (pillows, beanbag chairs, small rocking chair)

Book rack and shelves

Magazines

Travel brochures

Flannel board and stories

Puppets

Sensory books

Maps

Picture books

Menus

Dictionary

Pictures and posters

Class made books

Listening center


Rainy Day Reads – On rainy days open a large golf umbrella and put books under it.





LISTENING CENTER

The listening center will enable children to reread books and make connections between illustrations, print, and words.

Materials

Listening station

Headsets

Recordings of songs

Books

Pointers

Paper, pencils, crayons

SENSORY MOTOR CENTER

WHY?

Sand, water, and other “messy” materials give children sensory pleasure while developing small motor skills, math concepts, social skills, and language.

Hint! Some of these activities are perfect for the playground on a warm day.

Materials

Sand or water table (You can also use your classroom sink, plastic tubs or a wading pool.)

Smocks

Towel

Spoons, shovels

Pails

Watering can

Pots, pans, toy dishes

Plastic containers

Bottles

Measuring cups

Funnels

Sponges

Washable baby dolls, clothes

Sifter, strainer

Plastic boats

Ping-pong balls

Water wheel

Plastic cars and trucks,

Plastic animals and toys

Egg beaters

Eye droppers


*Note! Children should wash their hands before and after using sensory materials.

WRITING CENTER (AND TECHNOLOGY)

WHY?

Emergent literacy will flourish in a writing center. Children will develop a positive attitude about writing with a variety of blank books and tools. Remember, scribbles are how the writing process begins, so whatever the children do should be celebrated.

Materials

Table and chairs

Pens, pencils, crayons, markers

Variety of paper (colored, notepads, different shapes and sizes)

Envelopes

Blank books

Sticky notes

Junk mail

Book order forms, magazine inserts, tax forms (available at library)

Chalkboard and chalk

Dry erase board and markers

Magic slate

Stamps and ink pad

Scissors, tape, stapler

Picture file

Picture dictionary

Class list

Magnetic letters

Clipboard

Used greeting cards

Clipboard
Children will definitely enjoy writing and collecting data with a clip board.



Directions: Each child will need a 9” x 12” piece of corrugated cardboard. Attach a butterfly clip, insert paper, and let the writing begin!


TECHNOLOGY CENTER

Computers are a common part of our everyday lives. Children can use computers to read, write, illustrate, take tests, practice math facts, watch science videos, etc. The opportunities for learning are endless!

Materials

Computers

Paper, pencils

SMALL MOTOR

WHY?

As children play with table toys and manipulatives they develop small muscles, eye-hand coordination, attention span, social skills, language, and they learn how to begin and complete a task. They also build concepts about size, shape, color and patterns.

Materials

Table and chairs

Puzzles

Beads

Sewing cards

Pegboard

Dressing toys

Nuts and bolts

Scissors

Pattern cards

Playing cards

Puzzle rack

Lacing activities

Nesting toys

Locks and keys

Take-apart toys

Hole punch

Play dough and props

Parquetry blocks

Paper and pencils

Clay

Board games

Snap toys

Hint! Encourage children to wash their hands before and after using small motor materials.

LITERACY AND READING

WHY?

In the reading center children can develop reading readiness skills through hands-on activities and games. Oral language, phonological awareness, alphabet knowledge, and print knowledge will be nurtured in fun and meaningful ways to help children fall in love with letters, sounds, and learning to read.

The reading center (or l center) should be in a quiet area of the classroom and should have a table, chairs, and shelves for storing materials.


Storytelling/Oral language
Puppets
Flannel board
Photo puppets of children
Stuffed animals
Masks
Story books



Alphabet Knowledge
magnetic letters and cookie sheet
Alphabet blocks
Letter stamps, stickers, stamp pad
letter tiles
letter beads
sponge letters
phonics games


Print Knowledge
fly swatters, flashlights, pointers
Silly glasses
Pocket Chart
Children’s name cards with photos
Chalkboard, wipe off board, magic slate
Paper, pencils
Word/picture cards
Picture dictionary
Word puzzles



Phonological Awareness
rhyming games
Nursery rhyme books