Transcript Participant Activities - Smyth County Virginia Public Schools

Activities
Carol, here is the activity for the EC article
and a few other activities.
Group Activity
1. Read the article
2. What does the
research say about
movement, play, and
cognitive benefits ?
3. Brainstorm with your
table and give
examples of activities
for the whole child,
using the physical and
social-emotional as
well as the cognitive.
Copyright © 2009 Pearson Education, inc. or its affiliates. All rights reserved.
DAP Curriculum
Should include:
•
•
•
•
Social
Emotional
Intellectual
Physical
Social,
emotional
Intellectual
Physical
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Table Groups
Activity
1. In what ways do you think increasing young
children’s motor skills are developmentally
appropriate?
2. How might motor skills impact later learning?
Record your thoughts on the chart paper.
Give concrete examples of the motor skill and
what type of learning it might impact.
Prepare to share with our whole group.
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Bouncing Balls
Animal Motions
The students will pretend to be large rubber
balls
while saying this poem:
“I’m a big rubber ball”
( squat on the floor)
“As round as round can be.”
(Bend arms, rest hands on hips)
“Watch me bounce….1….2….3!”
Jump up and then back to the squatting
position.
1. Use animal pictures glued on tag
board or construction paper.
2. Hand the pictures to different
children and have one child
dramatize the movements of their
animal.
3. Let the other children guess
what animal the child is imitating.
(just movements no sounds)
4. Then have everyone do the same
animal motions together.
5. Repeat until all the pictures have
been dramatized.
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I’m Stuck!
Look at Me!
1. Choose one child to act as the
teacher.
2. Ask this child to do a large motor
movement (like twisting)
or exercise (touch toes).
3. The other children watch and
imitate the leader.
4. You may go alphabetically so all
children will have a turn by the
end of the week.
Have the children use an imaginary paint
brush to brush pretend glue all over their
bodies.
Call out directions:
“Stick your elbow to your knee”
“Stick you hand to your head:
“Stick you hands to your feet”
“Stick your nose to your elbow” etc.
At the end of the activity have the children
pour an imaginary
bucket of water all over their body and their
hands will wash the
glue away.
Copyright © 2009 Pearson Education, inc. or its affiliates. All rights reserved.
Step Tango
3 steps forward;
3 steps backward;
2 steps right;
2 steps left;
Reach as high as you can;
Bend as low as you can;
Clap your hands;
Clap your hands.
Hokey Pokey Shape Song
You put your
shape in.
You take your
shape out.
You put your
shape in, and
you shake it
all about.
You do the
hokey-pokey
and you turn
yourself
around.
That’s what
it’s all about!!
circle
tri
angle
oval
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Elephants At Work and Play
A Finger Play
As 5 little elephants marched through the grass
march fingers of right hand
They decided to stop and have a music class,
The first blew his trumpet and announced he'd be teacher.
make a trumpet of fists and blow
The next gave a call of the wild jungle animal
cup hands to mouth, make a low eerie sound
The third and fourth elephants trumpeted a song,
make a trumpet and blow twice
But the last little elephant just followed along,
march two fingers of left hand
Then he left the others as he didn't care to play,
And he carried tree logs the rest of the day.
take pointer finger and middle finger on each hand
and place on top of each other with thumbs up
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Tiny Tim
The Zoo
There was a little turtle,
His name was tiny tim.
I put him in the bathtub to see if
he could swim.
He drank up all the water,
He ate up all the soap,
And now he is in the bathtub,
With a bubble in his throat.
Bubble, bubble,bubble,
Bubble, bubble, bubble,
Bubble, bubble, bubble,
Bubble, bubble, pop!
At the zoo we saw a bear
He had long, dark fuzzy hair
pretend to walk etc. like a bear
We saw a lion in a cage.
He was in an awful rage.
pretend to be a angry lion
We saw the big, long-necked giraffe,
And the silly monkeys made us laugh
everybody laugh
But my favorite animal at the zoo
Is the elephant--how about you?
Caterpillar
Let the words describe the
actions
Little fuzzy caterpillar
In your warm cocoon
The cold winter's over and
you'll be hatching soon.
Then you'll spread your
wings
On a warm summer's day
And wave us all goodby
As you fly, fly away.
Ten Fingers
Sammy Snail
Hands
Sammy Snail is slowly moving
See him slide across the grass
He leaves a silver path behind him
We all know when he has passed.
Sammy Snail is never worried
Though he wanders far and wide
For on his back his house he carries
And when he's tired he pops inside.
The words describe the actions
My hands upon my head I'll place.
Upon my shoulders, on my face,
At my waist and by my side,
Then behind me they will hide.
Then I'll raise them way up high,
And let my fingers fly, fly, fly,
Then clap, clap, clap them-One - Two -Three!
Now see how quiet they can be.
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I have ten fingers
And they all belong to me,
I can make them do things
Would you like to see?
I can shut them up tight
I can open them wide
I can put them together
I can make them all hide
I can make them jump
high
I can make them jump
low
I can fold them up quietly
And hold them just so.
A Bunny
A traditional finger play
Once there was a bunny.
Double left fist and extend two fingers for ears.
And a green, green cabbage head,
Double fist on the right hand.
"I think I'll have some breakfast," the little bunny
said.
Move bunny toward cabbage head.
So he nibbled and he nibbled.
Move fingers on the left hand.
Then he turned around to say,
"I think this is the time I should be hopping on my
way!"
Make hopping movements with the left hand.
Johnny Johnny Jingles
Johnny Johnny Jingles
Jumped out of bed
Brushed his teeth and washed his face,
And combed his tousled head,
He put his clothes on carefully
His shoes he neatly tied,
Then he went to breakfast,
And sat by his mothers side.
Ready for School
Perform the actions that the words suggest
Family
Let the words describe the actions
Here's a ball for baby, big and soft and round
Here is baby's hammer, see how he can pound.
Here's the baby's music, clapping, clapping so
Here's the baby's soldiers, standing in a row.
Here's the big umbrella to keep the baby dry
And here is baby's cradle, to rock the baby bye.
When I get ready to come to school,
I jump right out of bed,
I wash my face, brush my teeth,
Pull my clothes over my head,
I run down stairs, drink my milk,
And eat my breakfast so slow,
Then I wave good-bye as I walk down the street
I'm so happy (smile) that I can go.
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Planning Your DAP for Motor Skills
Working in pairs or site
groups:
1. Plan ways you will
incorporate the
ideas and activities
presented in today’s
session.
2. How will you
incorporate the
gross motor and
fine motor skills?
3. Give examples of
Music, Movement
and Multisensory
activities.
4. Record your ideas
on the chart paper
at your tables.
“Movement is the Key to Learning”
I first became aware of this in my
pre-school class. My kinesthetic
intelligence flourished in a
environment where movement was
central to my teacher's curriculum.
I remember a sort of paradise
where everyone was happy, and the
knowledge imparted is still in my
memory bank forty years later.
Oddly enough, it was when I
became a teacher myself twenty
years later that I remembered this
concept and used movement and
dance to save myself from
drowning.”
Anne Green Gilbert
Teacher
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Group Activity
Language Development
Read the book at your table.
Choose 5 vocabulary words.
Create either a motion or movement
for each word.
Create a rhyme or song for only 1
word.
Choose another word to illustrate.
Copyright © 2009 Pearson Education, inc. or its affiliates. All rights reserved.
Books for Early Childhood
(for more books go to www. ala.org/BookLinks)
The Very Hungry Caterpillar by Eric Carle
Good Night Moon by Margaret Wise Brown
Brown Bear, Brown Bear, What Do You See by Bill Martin Jr.
The Rainbow Fish by Marcus Pfister
Corduory by Don Freeman
The Snowy Day by Ezra Jack Keats
The Runaway Bunny by Margaret Wise
Guess How Much I Love You by Sam McBratney
Where the Wild Things Are by Maurice Sendak
Stellaluna by Janell Cannon
Chicka, Chicka Boom, Boom by John Archambault
If You Give a Mouse a Cookie by Laura Joffee Numeroff
The Mitten by Jan Brett
Noisy Nora by Rosemary Wells
Strega Nona by Tomie De Paola
Hailstones and Halibut Bones by Mary O’Neil
Leo the Late Bloomer by Robert Kraus
Rabbits and Raindrops by Jim Arnosky
Animals Born Alive and Well by Ruth Heller
The First Snowfall by Anne and Harlow Rockwell
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Rhyming Beanbag
We Love Rhymes…Yes We
fat
Do!!
We Love Rhymes…Yes We
Do!!
sat
We Love Rhymes, Have You
Heard?
Give a Rhyme for This
Word__________
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cat
mat
at
How Many Words
Word Awareness
Give each child a handful of unifix cubes.
Read a sentence between 4-6 words long that includes a child’s
name.
Have the children place a cube in front of them for each word they
hear.
Ask the children to link the cubes together and tap each cube as
they hear the sentence again.
You should also have cubes for modeling and going back if
necessary.
Example: Maria has new shoes.
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How many Jumps?
Phonological Awareness
Use masking tape on the floor or carpet squares or chalk
squares outside.
Have students line up at the end of the squares.
As you say a word in syllables, have each child jump the
squares of syllables (parts of words)
Continue so every child has a turn.
While one child jumps the others may clap the syllables.
Examples:
cat
nap-kin
pen-cil
fan-tas-tic
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Tap, Tap, Tap
Concepts of Print
Using a very familiar poem or chant, and write it on a large
piece of chart paper.
Hand a pointer to one child. Ask the student to move from
the beginning of the sentence to the first space. As he
points to the space, read the word.
Then have the child move the pointer to the next space,
and you read the word.
Continue until the entire sentence has been read.
(the other children will clap for each space)
Example:
Hickory__dickory__dock__the__mouse__ran__ up__
the__clock.
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Musical Letters
1. Lay a class set of upper case letter cards in a large circle
on the floor.
2. Play some music and have the children march around
the circle until the music stops.
3. When the music stops have the children sit behind a
letter.
4. Ask a child to come up with their letter and find the lower
case letter that matches on the board
a
A
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Where’s the Letter?
Letter Knowledge and Recognition
Place a selection of magnetic letters
on the board and have matching
letter cards throughout the room.
Have the students use imaginary
magnifying glasses as they go
looking for matching letters.
3. Call out one magnetic letter at a
time have and have the children
find matching letters in the room.
Copyright © 2009 Pearson Education, inc. or its affiliates. All rights reserved.
a
The Letter Game
Letter Matching
Using 1 color, print a letter of the alphabet on 26 pieces of
construction paper.
Now using another color, print 1 alphabet letter on 26
pieces of construction paper.
Prior to circle time, place one color of letters around the
room in plain sight.
During circle time, give each child one letter from the
other colored alphabet.
Sing the “Alphabet Song” replacing the ending with:
We can sing the letter names.
Now let’s play the “Letter Game.”
6. Have the children find their matching letter in the other
color around the room.
7. Come back together and ask each child to say their
letter name .
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Group Activity
When Should We Have
Conversations with Our
Students?
What times of the day?
Where in the classroom?
What are barriers to having
conversations?
What are ways your classroom team
could help deal with some of
these obstacles?
Who are the children that are the
easiest to overlook?
Copyright © 2009 Pearson Education, inc. or its affiliates. All rights reserved.
Lesson Plan Activity
Work together as a group/table:
1. Using ideas you’ve learned today
2. Put together a short, 4-6 minute
lesson on the skills assigned to
your group.
3. Use a variety of multimodal
activities to teach your skill.
4. Select a “teacher” or “teachers” to
present the lesson to the large
group.
Copyright © 2009 Pearson Education, inc. or its affiliates. All rights reserved.