Head Start Beginnings Revised 2015.Pdf

Table of Contents

Introduction ______Setting the stage for the first week of Head Start ______First Five Days of School Supportive Structures and Activities ______Environmental Checklist Daily Schedules 7 Day Calendar Daily Attendance Chart Daily Picture Schedule Friends and Family Board Greeting Aprons Good bye Rituals Job Chart Learning Centers ______ABC Center Construction Center Creativity Library/ Listening Math Pretend and Learn Sand and Water Science Writer’s Corner Center Resources ______30 and 45 Deadlines Book list Developmental Milestones Sample Lesson Plan Performance Standards Documentation (PSD) Suggested PSD Activities Songs and Finger plays Education Forms ______Site Visit Documentation Substitute Teacher Information Pedestrian Safety Verification Form Pedestrian Safety Activity Home Visit Reminder (English Spanish) Parent Teacher Conference Request (English/ Spanish) Parent Teacher Conference Reminder (English/Spanish) Parent Contact Form Teacher Professional Development Request Field Trip Request Field Trip Reimbursement References ______

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 3 Introduction The First Week of Head Start Welcome to the first week of Head Start. This handbook is designed to help you transition into the first few weeks of Head Start. Whether you are a teacher, teaching assistant or administrator, this book will guide you and your teaching team regarding Head Start Performance Standards, 30 and 45 day deadlines, schedules, classroom environment, tips, and resources.

o Know how all your children will get home (bus, car, walk, etc). a. Collect information during Meet-the-Teacher Night or during orientation. o Post lesson plans in the classroom. o Provide name tags for each student for the first week of school. a. When guests or substitute teachers are present. Include lunch numbers if necessary. o Take pictures of students and their families during orientation or Meet-the-Teacher Night. Use these pictures to create a “Friends and Family Board.” o Place children’s pictures throughout the classroom (cubbies, tables, etc.) o Have classroom rules/agreements posted in classroom on child’s eye level. o Keep rules positive and simple. (ex. instead of “Don’t Run” use “We Walk.”) Limit them to three words if possible. Illustrate the rules. o Use a “Home/Attendance” Chart. Model to children how to use the chart. o Post classroom schedule for adults and for children. o Provide teacher letter for parents. o Set up take home folders. a. Include monthly calendar with upcoming events. b. Include student birthdays. c. Blank paper for notes to parents. o Have extra towels or small blankets available for nap time in case a child forgets to bring his/hers.

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 5 o Make sure you have some lighting and soft music to play during rest time. Some children may need to have their back patted. o Introduce centers to children to model and explain expectations for playing with materials. (Example: using glue, scissors, play dough, paint, blocks and other materials) o Maintain your sense of humor, no matter what. o Do not overreact to anything. o Be familiar with children’s developmental milestones. (See resources section) and have appropriate expectations. o Children love to have different things to take home. Try to have something for them to take home (Ex. Parent letter, notes, and awards). o Have each child bring an extra set of clothes including underwear in case of an accident. Place in zip-lock bag with child’s name on the bag. o Keep a good supply of old shirts to protect the children’s clothing during messy art or cooking projects. Cut off the collars on the shirts, and cut the arms to a manageable length for four-year-olds. o Celebrate birthdays in special ways. Examples of ways to celebrate: a. Mark each child’s birthday on the calendar. b. Have a birthday bulletin board with the children’s birthday marked by the month. c. Make a paper crown for the birthday child to wear. d. Let the birthday child wear a special badge that identifies him or her as the birthday child. e. Provide a birthday pillow or birthday rug for the child to sit on that day. f. Give the child a birthday ribbon. g. Have everyone sing “Happy Birthday” to the child.

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 6 o Adding a drop of liquid detergent to finger paint makes the paint easier to clean up. o Last, but not least “HAVE FUN.” It’s ok to play with the children.

First Five Days of School

First Day Goals for the first day: . Send home Parent Letter (See example on pg. 9) . Read the story: The Kissing Hand . Introduce 2 to 3 learning centers o Ex. Blocks, Dramatic Play, Library . Model and explain rules/ agreements. . Provide children with a tour of the school . Model procedures o Lining up o Restroom procedure o Clean up time o Cafeteria procedures o Walking down the hall o Washing Hands . Read the Head Start book: Washing Hands

Small Group Idea:

(Do not assume ALL children know these procedures.) Adult 1 & 2:

 Discuss how germs are everywhere even though we cannot see them.  Have the children watch you as you put a few dots from a washable marker in your palm. Tell them to pretend the dots are germs that you need to get off your hands.  Have the children watch you while you wash your hands. Rub your hands under the running water briefly. Show the children that rinsing just with water doesn’t get the germs off.  Put the soap on your hands from the soap dispenser. Rub your hands together for 15 to 20 seconds, making sure to wash down to the wrist and between your fingers.  Sing a short tune at least 15 seconds long while you wash your hands so the children will sing it and wash their hands long enough.  Sing to the tune of “Row, Row, Row your Boat” o Wash, wash, wash my hands o Make them nice and clean o Rub the bottoms and the tops, o And fingers in between.

Dear Parents,

Welcome to our school family®. I am happy to take this chance to introduce myself to you and welcome you to our school family®. A good learning experience is built on a team effort between parents, child, and teacher. I look forward to the work and growth we will all share this year.

My expectations for conduct and achievement are high. With your help both in and out of the classroom, we can look forward to a productive, creative, and enjoyable year together. In the past, I have had many parents volunteer their time in the classroom, and I encourage this because it provides ways for more children to receive personal attention. If you are interested in helping, please let me know. This can be done on a weekly, bi-weekly, or occasional basis. Any time you can give will be great.

You can also help by providing me with any information that will aid me in better understanding your child. Some things I am interested in include the following:

 Experiences that may affect your child (death in the family, loss of a pet, etc.)  Medical needs  Child’s interests

Please know that anything you share about your child will be kept private. This information is simply to help us serve you and your child in the best way possible.

Again, welcome! Please feel free to contact me about any questions or concerns you may have. If you need to meet with me at any time, you may call the office and leave me a message or you can send a note. My conference time is ______.

Sincerely,

______

Model and explain classroom rules/agreements.

o Rule/agreement reminders

. Rules need to be positively stated.  (ex. We Walk, We Share, Eyes are Watching, Ears are Listening, Lips are Closed, Hands to Self, Feet in Own Space) . Select five or less rules/ agreements. . Display rules/agreements on the children's eye level.

School Family Agreements

We walk

Eyes are Watching

Ears are Listening

Hands to Self

Feet in Own Space

Goals for the first week:

. Introduce and explain Job Chart (make sure each child has a job and allow children to keep the job for at least 1 week). (See example on pg. 34) . Read the Head Start story: It’s Time for Head Start . Review Rule/Agreements

Learning Center Time

Adult 1:  Transition: “If you are wearing sandals walk to Mr. /Mrs. ______’s table.” (If you are wearing tennis shoes, shorts, buttons, etc).  Provide paper and crayons.  Encourage children to draw a picture about their favorite thing about school.  Ask each child about his/her favorite thing about school, print the exact words at the bottom of the picture, and read it back to the child.  Thank the child for what was drawn, regardless of whether it was related to what you requested. (This activity aids you in learning where the children are in terms of following directions.)

Adult 2:  Gather group of children to the construction center  Place a few puzzles on the floor.  Ask the children where they think they might find the materials in the classroom. Children might point or say “over there “, indicating the library/listening center.  Affirm that the materials all do belong in the designated center.  Allow children to work with puzzles encouraging them to make sure each puzzle has all of its pieces before storing it.

Note: These group experiences will be rotated and repeated so that all children have had access to both activities.

Third Day Goals for the first week:

. Introduce and model tooth brushing . Read Head Start book: Brushing My Teeth. Send book home with children. . Review Rule/Agreements

Small Group Ideas:

Adult 1:  Transition: “If you are wearing pants with pockets walk to Mr. /Mrs. ______’s table.” (If you are wearing tennis shoes, shorts, buttons, etc). Adult 2:  Waits at small group table or floor for his/her group of students. Adult 1:  Read the Head Start story, Brushing My Teeth.  Discuss story with children.  Ask children the following questions. “When should we brush our teeth? Why should we brush our teeth?”  Provide toothbrush and tissue for each child.  Have children brush teeth. Adult 2:  Read the Head Start story, Brushing My Teeth.  Discuss story with children.  Ask children the following questions. “When should we brush our teeth? Why should we brush our teeth?”  Provide toothbrush and tissue for each child.  Have children brush teeth.

Goals for the first week:

. Complete the Pedestrian Safety Activity (See example on pg. 83) . Provide children an opportunity to use glue . Read the Head Start book Crossing the Street.

Learning Center Time

Adult 1:  Transition: “If you have brown eyes walk to Mr. /Mrs. ______’s table.” (If you blue eyes, green eyes, brown hair, etc). Adult 2:  Waits at small group table or floor for his/her group of students.

Adult 1:  Provide children with variety of collage items, paper, and glue.  Discuss rules for gluing and cleaning up.  Allow children to create a collage.  Inform children where collages are to be placed for drying.

Adult 2:  Provide children with play-dough and cookie cutters.  Discuss rules for using play-dough, cleaning up and storing materials.  To clean up, children separate play-dough tools and cookie cutters into containers.  Provide hand brooms for the children to sweep play-dough bits from the floor and table.

Note: These group experiences will be rotated and repeated so that all children have had access to both activities. Note: Include play dough in center play.

Goals for the first week:

. Introduce the Daily Picture Schedule (See example on pg. 28) . Discuss with children how to care for books. . Make a SAD book (See example on pg. 15 & 16). Share with children . Read the Head Start book: Today at School.

Small Group Idea:

Adult 1:

 Discuss how we care for books.  Model proper ways to hold books, turn pages and return them to appropriate centers.  Read- The SAD Book to children. (See Appendix for explanation)  Introduce the Book Hospital. o A book hospital, where books go to get better, teaches children to value books and take good care of them. It also helps children learn to take responsibility for repairing and restoring the things they use and want to enjoy.  Inform students of where the Book Hospital will be located. Adult 2:

 Provide crayons, markers, and paper at small group table.  Ask the children where they think they might find these materials in the classroom. Children might point or say “over there” indicating the creativity station center.  Affirm that these materials all do belong in this enter.  Inform children that today we are going to draw a picture of ourselves.  Allow children to draw a self-portrait using the available materials.  Collect and hang drawings in classroom, save for portfolios, make a Self Portrait Class Book, or laminate and place in the Library/Listening Center.

Note: These group experiences will be rotated and repeated so that all children have had access to both activities.

Materials:

Construction paper

White paper

Person shape pattern book

Procedure:

Teacher makes an I Feel Sad book to share with the class

On first four pages use the stem: “I feel sad, I am….torn, crumpled, colored on, dog-eared

Whatever word used on the page be sure to do to that page in the book.

On the next three pages used the stem: “I feel happy when you …read me, take care of me, love me.”

THE SAD BOOK

Supportive Structures and Activities

Environment Checklist Center/Independent Workstation Areas & Description Yes or No

Basic Room is organized with at least seven recommended Classroom centers that are well defined. There is space for large‐ and Arrangement small‐group meeting areas and good traffic flow throughout the classroom. There needs to be at least 3 sides to define. Tables should be integrated into center areas verses grouped all together. *Seven recommended pre-k centers are: Library/Listening, Construction, Writer’s Corner, ABC, Creativity Station, Pretend & Learn, Math/Science. Center At least seven recommended centers are labeled with Management words and pictures/icons and labels are at about child’s eye System level. There are places for children’s name tags at each center or a central center planning board. Children should have free choice for center time. Note: If dual language/bilingual classroom, center labels should have words in English and Spanish that are separate and distinct. Child‐Friendly Most center materials require minimal adult supervision Center and children can access all center materials independently. Materials Extra supplies or adult supplies should be stored in a different location. Center Most materials and shelves are neatly labeled with words Materials and pictures/icons to facilitate children’s independent Labels handling and storage of materials. Note: If dual language/bilingual classroom, center materials labels should have words in English and Spanish that are separate and distinct. Books in There are books in the library and are available in four to six Centers additional centers. Books are center specific (e.g., books about building in the construction center) or theme/topic related.

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 19 Writing Tools Writing materials are available in the Writer's Corner or in Centers writing center and in four to six additional centers and these centers include a variety of writing tools or papers/materials to write on. Book There is a classroom library area that includes at least 10 Availability books of various genres (e.g., narratives, informational books, ABC books, counting books, etc.) that are displayed so they are easily accessible to children. *Note: There should be NO board books in the Head Start classroom (for 3’s or 4’s). Box them up for specialist to pick up. Read Alouds There is good evidence of daily read alouds in that a read aloud chart appears to be used or at least one read aloud was observed. Shared or There are three or more shared or interactive writing Interactive samples displayed and they appear recent (e.g., today’s Writing daily news) or they appear to represent writing across various activity contexts (e.g., daily news and dictations from class activity). Writing Journals are accessible to children and appear to be used on Journals a regular basis with 1‐2 dated entries per week. Alphabet/PA Four or more alphabet puzzles/activities, magnetic letters, Activities word puzzles/activities, or PA activities accessible to students. *Common PA activities: rhyming games, alliteration games, cards that segment sentences into words, cards that segment words into syllables, say‐it‐move‐it or other Phoneme segmentation activities. Children’s Names are visible in six or more places in the room. Names *Common locations for names: helper chart, attendance chart, center name tags, name chart, letter wall, cubbies, etc. Letter Wall There is a letter wall at children’s eye level all of the words have pictures/icons. There is a variety of words including children’s names and theme/topic related words. *Note: If dual language/bilingual classroom, two letter walls should be present – one in English and one in Spanish.

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 20 Authentic There is an abundance of authentic print that is accessible Print to children in the classroom. *Examples of generic commercial print: color, number words (not just numerals), alphabet, vowels, shapes, basic body parts, maps, etc. *Common examples of authentic print: shared or interactive writing, theme/topic related print, environmental print, nursery rhyme/song posters or pocket charts, completed graphic organizer charts, class‐made books/cards, class surveys, etc. Children’s Daily There is a children’s daily schedule located at children’s eye Schedule level that includes words with pictures/icons for each activity. There may also be evidence that children move an arrow or other marker to track which activity is currently occurring.

Rules Chart There is a rule/agreement chart posted at children’s eye level with words and pictures/icons. There are a limited number of rules (3‐5) and the language is positive. Job Chart There is a helper chart with a job for every child in the class. The chart includes words as well as pictures/icons and is at children’s eye level. Lesson Plan Lesson plan is based on adopted district curriculum and theme/unit is evident. The plan includes large‐ and small‐ group activities and center activities. The lesson plan should be posted where parents can review, sign weekly, and provide written input into the curriculum on the plans.

*Note: If dual language/bilingual classroom, the lesson plan should indicate planned language of instruction such that a bilingual experience occurs within each day or week. If English language learners (ELL) are receiving English‐only instruction, a high quality lesson plan will note any adaptations for ELL. Thematic There is a clear theme/unit being studied as evidenced by Connections artwork/room decorations, general classroom materials/play manipulatives, print, and books that are all linked to the thematic topic. *Note: The theme should be carried out in more than one center/area of the classroom.

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 21 Do not infer a theme from weak examples such as one animal book in library, one animal toy in dramatic play, and one picture of bear on wall. If more than one theme is present, consider the dominant or higher quality theme in rating. Assessment There are recent progress‐monitoring assessment data and Techniques portfolios for each child. The portfolios contain many suggested entries and recently dated materials, suggesting frequent use. *Note: If dual language/bilingual classroom, assessment data should be collected in both English and Spanish. If possible, ELL in English‐only instruction should have some assessments in Spanish to understand strengths/needs. *Suggested portfolio entries across the academic year: Recorded anecdotal records (facts not opinions), self‐portraits, name writing samples, journal/writing samples, art sample, photo of child working independently, dictated narratives, Children’s There is a variety (4 or more samples) of children’s work Work Display displayed throughout the room or hallway. All children are represented in at least one of the samples displayed. There should be very minimal teacher items on the walls. Children’s art work should prevail. Safety Adult scissors should be in a locked area away from children. Any hazardous materials should be kept out of the reach of children in a very tall cabinet or locked up. Teacher materials should be kept at a very minimal level.

Overall Overall you need to picture yourself as a 4 year old at a 4 year Environment old height and see what the room looks like. It should be inviting, exciting, but not too over-decorated (as this can over-stimulate some children). Per program requirements parents should be welcomed in the classroom at any time. There should be minimal teacher materials out in the classroom. The items that are out must be neatly and safely arranged. Teaching staff may NOT have drinks or food in the class that children are not offered (snack foods, sodas, etc.). If water is provided for children when they want it, then teachers may drink water when the children are in the classroom. During meal times there must be 2 adults sitting and eating with the children. They must model good eating practices. Video, TV’s, type media are only to be used with

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 22 curriculum materials. There should be NO part of the day this is used in any other way.

Discipline Due to the Head Start Performance Standards we may NOT use or have a behavior chart. If you need other ideas to assist with classroom management ask your Education Specialist or Mental Health Specialist.

7:45-8:20 Breakfast 8:20-8:30 Restrooms/Phonological Awareness (PA) 8:30-8:35 Dry Brushing 8:35-8:50 Circle Time 8:50-9:05 Music and Movement 9:05-9:20 Shared Reading/Small Groups I 9:20-9:25 Music and Movement 9:25-9:40 Shared Reading/Small Groups II 9:40-10:10 Self-selected Learning Centers- am 10:10-10:30 Journal Writing/Hand Washing 10:30-11:00 Lunch 11:00-11:10 Restrooms/PA 11:10-11:15 Toothpaste Brushing 11:15-11:45 Playground 11:45-12:00 Read Aloud 12:00-1:00 Nap Time 1:10-1:20 Wake Up/Restrooms 1:20-1:30 Music and Movement 1:30-2:00 Self-selected Learning Centers-pm 2:00-2:15 Snack 2:15-2:20 Shared Writing 2:20-2:30 Closing Circle/Review of the day

7:30-8:00 Breakfast/Oral language 8:00-8:15 Circle I - Morning songs, story, welcome 8:15-8:30 Restrooms/Dry Brushing 8:30-9:30 Self-selected Learning Centers 9:30-10:00 Recess/RR and water 10:00-10:15 Daily News/Shared Writing 10:15-10:45 Journals/Small Group 10:45-11:15 Lunch/Oral Language 11:15-11:20 RR/Toothpaste Brushing 11:20-11:30 Read Aloud/Transition to nap 11:30-1:30 Rest 1:30-1:45 RR/Music and Movement 1:45-2:00 Circle II (Reading, Math or Science focus) 2:00-2:15 Snack 2:15-2:25 Closing Circle/Music and Movement 2:25-2:30 Prepare to go home

Preschoolers are at the beginning stages of developing a sense of time as they relate to the here and now of their days. They need to first understand that time is sequential with concepts such as yesterday, today, and tomorrow. It is recommended that preschoolers be presented with a 7 day calendar to initiate the knowledge and sequence of the days of the week related to being at school or at home. Then a child can begin to think in terms of what happened yesterday, is happening today, or will occur tomorrow. They can also begin to think in patterns of the days of the week as they attend to this visual calendar. True understanding of dates and 30 day calendar concepts is reasonable with older children. An alternate strategy would be to place a border card on the week of focus over the 30 calendar with the days of the week at the top.

Materials Needed:

Pictures of home and school, 2 sets of cards with the days of the week, sentence strips with Today is______, Yesterday was______, Tomorrow will be ______printed on them.

Location of 7 Day Calendar:

This calendar needs to be at the front of the room at the child’s eye level where the children meet for morning circle time.

Introduction of the 7 Day Calendar:

The calendar can be introduced by talking about what the children are doing today. They may mention that they are at school. Then you could introduce the words yesterday and tomorrow. The days of the week will be discussed and the song “Days of the Week” taught. Point out the current day on the calendar, then relate yesterday and tomorrow to before and after respectively. The children would place the current day of the week card beside the sentence Today is ______, yesterday’s day of the week card beside Yesterday was______, and tomorrow’s day of the week card beside Tomorrow will be ______. Repeat this activity daily.

The attendance chart is a daily activity for children to complete upon arrival at school and upon dismissal. Children can find their names on the “home” side and as they come into the classroom move to “school” side. Upon dismissal, children will move back to “home” side. This chart encourages name recognition of the child and classmates.

Introduction to the class:

This can be introduced the first week of school. Since many children will not recognize their name it is advised to have a picture of the child following their name. As children become more familiar with their printed name, the pictures can be removed. Have children practice finding their names as they enter. You will have to help them the first few weeks of school until they become familiar with the routine. Be sure to encourage parents to let their children move their name. If it becomes crowded at the chart you can have some children place their belongings in their cubbies and come back to “sign in”. You can use this chart during circle time to see who is absent.

Creating the Daily Attendance chart:

Names and pictures can go on sentence strips that attach with Velcro to a longer, vertical strip. Be sure to leave enough room above and below the strips so the names are not bunched. If Velcro is not available, a pocket chart can be used.

Variations: The children’s names could go on an animal shape or other shape such as turtles in the pond, tigers in the jungle, fish in the fish bowl, etc.

The Daily Picture Schedule is a concrete way to help children learn the daily schedule as well as giving them a sense of the progression of time. A Daily Picture Schedule lists time periods of the day in sequence as they occur. Next to the time description (ex: Circle Time) there should be a picture, icon, or drawing representing that part of the day. It is important that the daily routine be very predictable and consistent. Consistency provides children with a sense of security. Pictures are important in helping understand an expected routine. Some type of marker (ex: clothespin) is used and moved to the corresponding time periods as the day progresses. Since young children have not learned to tell time from a clock, the pictures and marker help them to understand the time of day and routine expectations. Introduction to the class:

A Daily Picture Schedule should be posted before the children arrive the first day. Introduce it during morning circle time. As activities change, draw attention to the print and picture. Ask, “What do we do next?” and move the marker. You can take photographs of the children and replace the icons or drawings. You do not have to put in the real pictures all at once. Doing it one or two at a time will help to maintain interest. Once children are accustomed to the routine, assign a helper to move the marker as a daily job. Creating the Daily Picture Schedule Materials: Pocket chart, poster board or wall space, icons, pictures or drawings, some type of marker (clothespin, school mascot, etc.). Put the pictures/icons in order either horizontally or vertically. Examples of daily routine time periods Greeting, Breakfast, Circle time, Small Group time, Center or Work time, Clean-up, Lunch, Tooth brushing, Outside time, Rest, Large group time, Snack time, Departure

Daily Routine Cards

©Region VII ESC

An important structure for new students in your classroom is the friends and family board® or book. This will help the children understand the transition from their friends and family at home to their school family. Putting up pictures of their friends and family will help the children feel more secure in a new environment as well as giving the children an opportunity to share stories about their families. It is important for the teacher to include his or hers family pictures as well. As the year progresses, pictures of the principal, school counselor, PE coach, cafeteria staff, and custodian may be added to help the children understand the growing sense of a school family.

Materials Needed: Either a bulletin board or a book may be used for friends and family pictures. Family pictures of each student are needed. If a child is not able to bring in a family photo, try to catch the parent at drop off or pick up to take a picture of them together. First home visits are also a good time to take a photo of the parent and younger siblings for the board.

Location of Friends and Family Board®: A central location of the bulletin board is best. The pictures need to be at eye level of the children. If you use a book, the book can be located in the book center for easy access to all children.

Introduction of Friends and Family Board® to the class: Ask the children to bring in a picture of their family for the bulletin board or book. Explain to them that every child’s family is important. Talk to them about having a family at home and a family at school. Let them know that they will share stories about their families when they bring in their pictures. Explain to the children that this is the way that they will get to know each other. Share your own family pictures that you have put up on the board. Address the idea that is it difficult to come into a new place where they don’t know anyone. Help the children understand that coming to school sometimes makes them feel sad about missing their moms or dads. Explain that they can look at the pictures of their families during the day to help them feel better.

Small Group School Activity (6 weeks after school has started): Have students give examples of what they do at home from the time they wake up until they go to bed at night. Talk about the schedule at school. Let them give examples of the order of the day at school. Let them draw pictures of their favorite time of the day at school.

It is important to connect with each child in the group, individually, each day. This serves many purposes. If you, as the teacher, are connecting with your students, then you are more likely to be aware if a child seems to be having a bad day, if something is out of the ordinary, or you may just be able to establish a deeper, reciprocal relationship. Many children in your classroom may not be accustomed to individual attention from an adult, especially if it includes eye contact, smiles, and physical touch. The greetings fulfill the need to establish this type of interaction.

Greetings should be included every single day of the school year. It is an opportunity for the adult to have one on one contact with each child, and should not be discontinued or neglected. Materials Needed:

An apron of any type

5-6 greeting icons

Examples:  Hand- to represent a high five  Heart- to represent a hug  Face- to represent a smile  Fish- to represent a Fish handshake  Fist- to present a knuckle bump  Chicken- to represent a chicken wave  Or, come up with your own!

Affix Velcro to the back of each laminated icon and the apron so that the icons can be changed over time.

There should ALWAYS be a greeting choice that allows for no touching. Some children will want to just smile or say good morning as a choice.

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 31 Greetings should take place immediately upon the child entering the room. The teacher should be stationed near the door so as not to miss anyone.

Introduction of the Greeting Apron:

Before introducing the Greeting Apron to the class, it would be acceptable to begin Greetings at the first day of school. You may want to limit the initial greetings to verbal communication, until the greetings have been introduced and practiced.

In a Large Group, show the apron and ask the children if they know what an apron is and what they are used for. If not, explain that aprons can be used when working to keep your clothes clean, use the Art Center as an example. Then, explain that you have another use for it in your classroom.

Put on the apron and show the Greeting Icons. Show that each one represents different ways of saying “Hello” to one another. Demonstrate each one (either alone or with a child).

Teach each greeting by demonstrating them again, but have the children practice along with you. Go through the list of greetings and ask who likes each one best.

Have a practice session with each child.

Say, “Good Morning! I am so glad that you are here today, ______! How would you like to be greeted?” Give the child the opportunity to choose and then do the greeting action.

**Remember that everyone has the right to pass.

Remove the apron and show the children where it will live in the classroom. Allow children to practice greeting each other during work time.

Extension: After a few weeks, the children could come up with their own class handshake to add to the greetings.

Extension: Create a child size apron and have “Greeter” as a classroom helper job. Once you have started the day, allow the child greeter to greet visitors to your class!

Rituals are sacred times during the day that are designated for togetherness and unity. Rituals are the most important ingredient in creating a sense of a school family in your classroom. The school family is what ties the children in to you and their classmates. Rituals should be routine and predictable. This is calming for children. The goal is connection, (connection = cooperation).

The Good-bye Ritual is a special time at the end of the day. The teacher and assistant can perform the ritual, a child can perform the ritual as a daily or job or a combination of both a child and the teacher.

Below are some examples of sayings. Come up with the motions to go with the sayings either prior to introduction of the ritual to the class or with the class when the ritual is introduced.

Examples:

* See you soon Raccoon * Give a hug Bug

* Bye-bye Butterfly * Toot-a-loo Kangaroo

* So long King Kong

Introduction: The good-bye ritual should be introduced to the children during the first 10 days of school. You can either choose one saying with motions for all children to do or you can provide choices. Keep in mind that children always have the right to pass. After you introduce the saying or sayings and motions, allow the children to practice for fun.

Extension: As the school year continues, have the class come up with their own sayings and motions. Have the sayings go with different themes you are focusing on. Example would be if going on a zoo field trip, come up with saying and motions for the zoo animals.

All children need to feel a sense of belonging, especially among their peers. Building a school family where each child has a meaningful job, not only helps the children to feel accepted, but also it teaches responsibility and contributes to the functioning of the classroom. The purpose of the Job Chart is to manage the administration of the jobs. Each child should have the opportunity to perform a job every day, so make sure you create enough jobs for every child. (It is easier to rotate the jobs each week, rather than each day).

Introduction to the class: Each job must be introduced and explained to the class, before they are expected to perform them. To help create your list of jobs, ask each child what jobs they know of in today’s world. (Ex: garbage man, policeman, doctor) then explain how a doctor could be used in the classroom. Example: “When one of our friends gets hurt, the doctor can give our friend a band aid or help walk them to the nurse.” Explain to the class the importance of each job and how each child is needed and valued for completing their job.

Ask for the children’s assistance in creating more school jobs and what the job board may look like. Each morning go over the job chart and remind each child what their job is for that day/and week and explain how to perform that job.

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 34 Creating the Job Chart Materials: poster board, glue, library card pocket holders, camera, board maker- to print out pictures of jobs or you can take pictures of actual people doing jobs, or take pictures of the items around the room. Example: for the electrician, take a picture of a light switch. Glue library card pocket holders on a piece of poster board and label each pocket with a job. Have the children glue a picture of themselves on a popsicle stick, and then place their stick in the appropriate job pocket each week.

Examples of classroom jobs: Electrician Morning Greeter Doctor Celebration helper Line Leader Door Holder Pet Caregiver Birthday announcer Flag Holder Weather person Visitor Greeter Attendance helper Center Helper Cleanup announcer Horticulturalist Kindness Recorder Morning Message Writer

Learning Centers

1st five days of school

ABC Center

Placement: Close to another quiet center, room for 2 to 3 children

Goal: For children to learn that a letter has features that distinguish it from every other letter, letters have names and sounds, directional movements are required to make letters, letters come in a certain order in the alphabet, and there is a limited number of letters.

Material options (Beginning of school year):

Magnetic letters, play dough, ABC cookie cutters, alphabet puzzles, paper, crayons, markers, books, name cards for each child.

As the year progresses the teacher can add wiki sticks, unifix cubes (to make letters), shaving cream, finger-paint, letter games, finger play materials, magnifying glass to find letters in the room, letter bean bags, lacing letter cards, ABC folder games, wordless picture books, masking tape, dry erase boards, blocks, rhyming charts, letter stamps, matching games, and an alphabet mat.

Recyclable materials:

Sand, cornmeal, rice, styrofoam peanuts, oatmeal, leaves, pom poms to hide letters in

PVC “phonic phones”

Film canisters to put items in and see if they can name what they think is in the canister

Menus

Pipe cleaners

Pudding to write letters in

Salt

Small boxes to put pictures on like a dice for children to roll and identify

Laminated maps

1st five days of school

Construction Center

Placement: Out of the flow of traffic, near dramatic play center, on carpeted area

Goal: Providing opportunities for social interaction while building, creating, problem solving, and engaging in pretend play. Material options (Beginning of school year):

Wooden unit blocks, cardboard blocks, play families of various races/ethnicities and several books relating to families and homes in a book basket.

As the year progresses teachers can add small cars and trucks, street signs, wooden train track set, farm and zoo animals, hollow blocks, additional books related to building current theme, stuffed animals, paper and writing materials, tape and recyclable materials for building.

Recyclable materials:

Maps Oatmeal tubs

Empty tissue boxes String or rope

Toilet paper tubes Floor Plans

Old steering wheels Shoe boxes

PVC pipe and connectors Food Boxes

Plastic butter tubs

Vinyl floor scraps or tile squares

Large boxes (such as refrigerator boxes)

Empty Blue Bell Ice Cream tubs

Pictures of the children, community (taped onto toilet paper tubes to make block people)

Creativity Station

Placement: On tiled area, close to a water source

Goal: Use different art media and materials in various ways for creative expression and representation. Material options (Beginning of school year):

Crayons, markers, paper of various types and textures, glue, scissors, easel, and pencils/map pencils and smocks or old t-shirts to protect children’s clothing.

As the year progresses teachers can add stickers, glitter, tape, paint/water colors, different paint accessories, dot paints, stamps, fun scissors that cut different designs, collage items (such as fabric, buttons, feathers, ribbon, yarn, pipe cleaners and cotton balls), coffee filters, craft sticks, tape, play dough and cookie cutters, shaving cream, dry erase boards with washable dry erase markers, soap bars, and chalk boards.

Recyclable materials:

Old magazines (for cutting)

Sand, nature objects

Milk cartons

Vegetable cans (can use can opener that takes sharp edge off or lightly file sharp edge)

Newsprint paper (can usually get rolls free from the local newspaper)

Toilet paper rolls

Old soap bottles or glue bottles to put paint in

Meat trays (can usually get free ones from grocery store)

Egg cartons

Library/Listening Center

Placement: Near natural light & quiet space in room

Goal: Coziness while creating positive experiences with literacy. Material options (Beginning of school year):

Comfortable pillows, bean bag chairs, blankets, stuffed animals, puppets, variety of books about “My family, self and school family”, book stand(s) where children can see covers not spines, class made books

As the year progresses teachers can add books w/tapes, flannel boards w/thematic cut-outs for retelling stories, puzzles, nursery rhymes, chart poems, tube-a-loo’s, magnetic writing boards

Recyclable materials:

Coupon booklets/sales flyers to “read”

Price tags to read/match

Used calendars to record events, count days, etc

Wall paper to match/study

Sponge, foam, corrugated cardboard for texture activities

Paper bags to sort books

Three-ring binders to hold class made books

Empty seed packages, food packages to read and identify letters

Junk mail and postcards

Old computer keyboards

Maps, magazines, travel brochures, greeting cards and stationary

Math Center

Placement:

Goal: To plan rich environments and offer sequenced opportunities for children to explore math skills

Material options (Beginning of school year):

Counting bears, cubes, magnetic numbers, balance scale, math games, dominoes, counting books, geoboards, measuring cups & spoons, pattern blocks, play phone.

As the year progresses teachers can add flannel boards w/thematic cut-outs for retelling math stories (for ex. The Three Little Pigs, Three Billy Goats Gruff), tape measures, decks of cards, toy clocks.

Math Books: Ten Black Dots – by Donald Crews So Many Bunnies – by Rick Walton/Paige Miglio Counting Penguins – by Betsey Chessen Ten, Nine, Eight - by Molly Bang More Than One – by Miriam Schlein Feast for 10 – by Cathryn Falwell Counting on Calico - by Phyllis Tildes Domino Addition - by Lynette Long

Recyclable materials:

Bottle caps (for counting) Party favors Shells Small plastic toys Dried beans Straws Buttons Craft sticks Marbles

Pretend and Learn

Placement: Near Construction center, ample room for at least 4 children Goal: Interesting materials to stimulate creativity, social interaction and expressive language.

Material options (Beginning of school year):

Home setting: Kitchen furniture, small table and chairs, baby dolls and minimal amount of dishes, utensils and plastic food. Add books about family, self, etc. Label shelving for organization and clean-up.

As the year progresses teachers can add materials and literature to correlate with theme. Also, teachers can add more pots, pans, dishes and kitchen accessories. Add as many authentic items as possible (hair dryers, telephones, etc.). Teachers should add items that represent the cultural diversity of their individual classroom.

Recyclable materials:

Coupon booklets/sales flyers to “read,” old calendars and date books

“Dishwashing” detergent bottles (with water and food coloring & glued top), empty/clean food boxes

Telephone books & menus

Clipboards with blank paper, pencils

Plastic milk caps to use as money

Used gift bags, tissue paper, used cards, stationery and junk mail

Shot syringes for Vet/Doctor’s office & empty medicine containers without lids

Clothesline and clothespins for hanging clothes, mittens, etc., laundry baskets

Old photo albums

Appliances with cords severed

Sand and Water Center

Placement: On tiled area, close to the art center, near a water source

Goal: Providing opportunities for social interaction while building, creating, problem solving, and engaging in pretend play.

Material options (Beginning of school year):

Introduce this center towards the end of the first month, beginning with sand and plastic shovels, sifters, and containers.

As year progresses teachers can add to sand: plastic cars and trucks, plastic animals, plastic flowers and flower pots, plastic alphabet letters, sand wheels, water to make mud.

Water: Plastic boats, baby dolls (to wash), bubbles, strainers, turkey basters, sea animals, magnetic letters or fish with “fishing poles”, containers for pouring and filling.

Other items: Beans, rice, corn, saw dust, soil, shredded paper.

Recyclable materials:

Plastic food containers (for example, from microwavable dinners)

Butter tubs (with holes poked in bottom for water, without for sand)

Empty small spray bottles

Squeeze bottles (such as ketchup)

Plastic spoons

Yogurt containers for filling

Combs (for making tracks in sand)

Laundry powder scoops

Science Center

Placement: On a tiled floor if possible, close to a quiet center, room for 2 to 3 children Goal: Allow the children to present questions, experiment with possibilities, and explore different ideas and solutions. Material options (Beginning of school year):

Coffee filters, markers, an eyedropper, small cup to fill with water, collection of leaves and pinecones (or other nature items), magnifying glass, two to three “science bottles” (one filled with baby oil and water dyed with food coloring, one filled with hair gel and marbles, and one with a small amount of water and some glitter – all need the lid to be hot glued on), flashlight with a color paddle, bouncy balls and a stopwatch, PVC pipe cut into small pieces including the joint pieces and marbles.

As the year progresses teachers can add paper on a clipboard, safety goggles, balance scale, measuring tapes, magnets, tweezers, clothespins, funnels, Kaleidoscopes, binoculars, golf balls, bubbles, sandpaper, sponges, crayons, items to make planks, masking tape, and bowls to put materials in.

Recyclable materials:

Craft sticks

Yarn or string

Cotton balls

Seeds

Fur

Dirt

Natural items (Ex. Real sponges, shells)

1st five days of school

Writer’s Corner Center

Placement: Close to another quiet center, room for 2 to 3 children

Goal: Provide children with opportunities to write independently and to motivate children to become writers. Material options (Beginning of school year):

Crayons, markers, marker stand, pencils, colored pencils, scissors, blank paper, and dry erase boards.

As the year progresses the teacher can add different types of paper (wide ruled paper, journals, blank books made out of paper stapled together, stationary), tape, stencils, letter stamps, magna doodles, post-it notes, “squiggle” pen, hole punchers, magnetic letters, pens, gel pens, chart with all the children’s names, chalk, alphabet stamps, shape punchers, clipboard with paper, Etch-a- sketch, alphabet chart, yarn, stamp pad, and Crayola Changeables.

Recyclable materials:

Receipts

Calendars

Junk mail

Magazines

Paper plates

Old forms

Wallpaper samples

Catalogs

Newspapers

Resources

Region 7 Head Start Deadlines

30 Day Pedestrian Safety Activity

45 Day Brigance Social Emotional Assessment 1st Parent Contact

30/45 day deadline calendar

1st Week of School Book List

1. The Kissing Hand by Audrey Penn

2. David Goes to School by David Shannon

3. Boomer Goes to School by Constance W. Mc George

4. Wemberly Worried by Kevin Henkes

6. If You Take a Mouse to School by Laura Numeroff

7. Owen by Kevin Henkes

8. Meet the Barkers: Morgan and Moffat Go to School by Tomie de Paula

9. Curious George Goes to School by H. A. Rey

10. Little Miss Spider at Sunny Patch School by David Kirk

Developmental Milestones of a Three-Year-Old

Social-Emotional Communication/Language

 Follows simple directions  Uses three to five words sentences  Short attention span; easily distracted  Answers simple logic/reasoning questions  Expresses anger verbally rather than  Mostly understands difference between physically fantasy and reality  Helps with simple chores  Names at least 10 familiar objects  Shows difficulty taking turns and  Recites nursery rhymes; sings songs sharing objects; actively changing form  Ask many who, what, where, and why often during play questions  Wants to please adults  May have a hard time taking turns in  Expresses intense feelings such as fear conversation and affection  Can tell a simple story but must redo the  Shows delightful silly sense of humor sequence to put an idea into the order or  Shows enthusiasm for work/play events  May engage in parallel play until familiar  Knows first/last name, age, and sex with other children  Recalls elements from a story just read

Cognitive Speech

 Matches pictures of like objects  Pronounces words with difficulty; often  Understands same/different mistakes one word for another  Understands “now,” “soon,” and “later.”  May produce simplified consonant blends  Count two to three objects (pane for plane)  Match circles and squares  Has 75% speech intelligibility  Match an object to a picture of that  Has vocabulary of almost 1,000 words object  Overuses such words as but, because, and  Sorts by one attribute (color or size) when  Know what is food and what is not food  May produce sounds in front of mouth that  Knows some numbers (but not always in typically are made in back (tup for cup) the right order)  Produces all vowel sounds  Know where things usually belong  Consistently produces sounds for m,p,b,h,w  May substitute more easily produced sound for another (wing for ring)

Developmental Milestones of a

Three-Year-Old Continued Fine Motor Self-Help

 Builds block towers  Undresses without assistance but needs  Rolls/shapes play-dough forms help getting dressed; unbuttons skillfully  Assembles simple puzzles but buttons slowly  Copies simple shapes such as a cross or  Washes and dries hands circle  Pours liquid from small pitcher into cup  Holds crayons or markers with fingers  Unzips front zipper instead of the fist  Uses napkin to wipe mouth  Fatigues easily if much hand coordination is  Put on shoes (may be on incorrect feet) required  Eats independently  Drives nails/pegs into semisoft surface  Brushes teeth (with help)  Strings large beads  Toilets self (with some help to clean/dress)  Cuts continuously on a line  Brushes hair independently  Screws on lids  Serves self from container

Gross Motor Play

 Catches balls and throws overhead  Transitions are difficult  Climbs stairs with alternating feet, using  Creates imaginary characters hand rail for balance  Begins cooperative play  Begins to move legs to pump a swing or ride  Sequences play to tell a story a trike  Plays well with others and responds  Kicks balls positively if there are favorable conditions  Runs around obstacles in terms of materials, space, and supervision  Walks with an agile, almost adult style  Lacks ability to solve problems among peers  Walks line on floor  Uses different voices for different play  Climbs easy playground ladders/equipment characters  Stands on one foot unsteadily  Organizes/engages in pretend play  Plays actively (trying to keep up with older  Usually needs help to resolve conflicts children) and then needs rest  Still may put objects in mouth or wander off

Developmental Milestones of a Four-Year-Old

Social-Emotional Communication/Language

 Unable to wait very long regardless of the  Can control volume of voice for periods of promised outcome time if reminded  Uses verbal commands to claim many things  Usually speaks in five-to-six word sentences  Expresses emotions through facial gestures and  Asks direct questions (Ex. “May I” “Would reads others for body cues you”)  Likes to share about personal experiences and  Uses action words in conversation often family matters with others (“go,” “make,”)  Separate from parents for a short time  Can retell a four-or five-step directive or without crying the sequence in a story  Enjoys pretending and has a vivid imagination  Has vocabulary from 4,000-6,000 words  Can identify situations that would lead to  Can use the past tense happiness, sadness, or anger  Can easily compose sentences of four or five  Exhibits occasional outbursts of anger but is words learning that negative acts bring negative  consequences Enjoys rhyming and nonsense words  Can feel jealousy  Likes to sing simple songs and do finger plays  Is rebellious if expectations are too high

Cognitive Speech

 Begins to read context for social cues  Uses “a,” “an,” and “the” when speaking  Understands “big,” “little,” “tall,” “short”  Correct production of the following sounds  Can count up to five objects should appear: k, g, f, v, ing  Understands “next to”  Errors may still be noted on the following  Continues to learn through experiences and the sounds: sh, ch, th, r senses  Blends such as pl, st, gr will start to become  Thinks literally and begins to develop logical more precise thinking skills  Sounds already established by this age are p,  Understands number and space concepts (more, b, m, n, w, h, f less, bigger, in, under, behind)  Be understood by most people  Begins to understand that pictures and symbols  Answers simple “yes/no” questions can represent real objects  Answers open-ended questions (ex. “What did  Starts to notice patterns among objects you have for lunch today?”)  Can sort by shape or color  Participates in conversations

Developmental Milestones of a Four-Year-Old-Continued Fine Motor Self-Help

 Uses small pegs and board  Dresses and undresses without assistance if  Builds complex block structures that wearing clothes with simple fasteners extend vertically  Uses the toilet alone  Strings small beads (and may do so in a  Sometimes unbuttons buttons pattern)  Pours from a small pitcher  Draws persons with at least four parts and  Combs own hair objects that are recognizable to adults  Brush teeth with help  Likes to use scissors  Feeds self (with little spilling)  Likes to practice an activity many times  Tries to use a fork until gains mastery  Laces shoes or clothing but cannot yet tie  Pours sand or liquid into small containers  May still wet the bed (normal)  Draws combinations of simple shapes  Enjoys playing with objects that have fine parts  Shows limited spatial judgment and tends to knock over objects Gross Motor Play

 Hops on one foot without losing balance  Commonly has imaginary playmates  Throws a ball overhead with  Not many temper tantrums (has greater coordination ability to control intense feelings like fear)  Begins to coordinate movements to climb  Begins true give-and-take cooperative play on a jungle gym or jump on a small  Wants to please friends trampoline  May sometimes lie to protect self, but  Can easily catch, throw, and bounce a understands the concept of lying ball  Begins to understand  When running can start, stop, and turn  Can gallop  Walks down steps, alternating feet  Walks heel-to-toe  Runs well  Skips unevenly

______Month

CHILD/ PRE-K ACTIVITY CHILDREN GUIDELINES

Suggested Activities for the Standards Documentation

These are suggested activities. You are welcome to use songs, finger plays, books, or small group activities to incorporate into your lessons.

HEALTH

Week 1 Discuss the importance of washing hands. Read the Head Start book Washing Hands Week 2 Practice Washing Hands & Bathroom Procedures Week 3 Discuss going to the doctor/Read book: Going to the Doctor Week 4 Discuss going to the dentist/Read book: Going to the Dentist Week 5 Discuss why it is important to wash hands after an injury Week6 School nurse will visit classroom Week 7 Review washing hands after using the bathroom Week 8 Review washing hands before eating lunch Week 9 Discuss and practice covering mouth when coughing Week 10 Discuss and practice covering mouth when sneezing Week 11 Discuss and practice disposing of tissue in covered trash can Week 12 Discuss how to dress in warm weather (Practice using dolls) Week 13 Discuss using the restroom in timely manner Week 14 Discuss NOT staying in wet/soiled clothes Week 15 Discuss keeping fingers out of mouth Week 16 Discuss keeping fingers out of nose Week 17 Review covering mouth when coughing Week 18 Review covering mouth when sneezing Week 19 Review of hand washing procedure Week 20 Discuss proper dress in rainy weather Week 21 Discuss the importance of daily bathing (Practice bathing dolls) Week 22 Discuss the importance of clean hair Week 23 Discuss the importance of keeping fingernails clipped and clean Week 24 Discuss the importance of exercise

Week 1 Discuss the difference between a home family and a school family® Week 2 Introduce safe place® Week 3 Introduce greeting aprons/rituals Week 4 Introduce good bye rituals Week 5 Introduce kindness tree® Week 6 Introduce wish well board® Week 7 Introduce celebration station® Week 8 Introduce friends and family board® Week 9 Discussion on sharing materials / toys Week 10 Discussion on helping each other clean centers Week 11 Discuss Emotions – Happy & Sad Week 12 Discuss emotions – angry & calm Book: When I Feel Angry by Cornelia Spelman Week 13 Discuss emotions Book: Today I Feel Silly by Jamie Lee Curtis Week 14 Discussion on What is a friend? Week 15 Discussion on being part of a group (responsibilities) Week 16 Discussion on Taking Turns, Getting Along Book: We are Alike We are Different by Cheltenham Elementary School Week 17 Kindergartners & Laura Dwight (Discuss book) Week 18 My Family is NOT Like Your Family Tattling – Am I Being Helpful or Hurtful Week 19 Safe Places (Police Station, School, Fire Department, etc.) Week 20 Should I tell? (A discussion of good secrets and bad secrets) Week 21 Book: Your Body Belongs to You by Cornelia Spelman Week 22 Book: Big Sister Now: A Story About Me and Our New Baby Week 23 Discussion about using a “BIG” voice Week 24 Discussion on helping each other on the play ground Week 25 Book: What is the Chocolate Pudding: A Story for Little Kids About Divorce by Sandra Levins Week 26 Book: I Like Me by Nancy Calson Other Resources Shubert’s Series by Dr. Becky Bailey: Shubert’s Helpful Day Shubert’s Big Voice Shubert Rants and Raves Shubert’s New Friend Shubert Sees the Best Shubert’s Choice Shubert is a S.T.A.R

Week 1 Discuss and practice table manners Week 1-2 Practice table manners Week 3-4 Discuss the importance of drinking water Week 4-5 Discuss the importance of vegetables in diet –Sort fruits and Vegetables Week 5-6 Discuss the importance of dairy in diet – Graph favorite milk Week 6-7 Discuss the importance of cereals in diet Week 7-8 Discuss the importance of eating meat Week 8-9 Discuss the importance of eating a balanced meal Week 9-10 Discuss why we should eat sweets in moderation Discuss eating healthy snacks – Activity: cut pictures of food from magazines or Week 10-11 grocery store ads. Graph health snacks vs non-health snacks Week 12-13 Discuss tasting new foods – Try eating a new food Week 13-14 Discuss placing non food items in mouth Week 14-15 Discuss drinking milk and water Week 15-16 Discuss talking in a proper tone while eating Week 16-17 Review drinking plenty of water Week 17-18 Review eating sweets in moderation Week 18-19 Review eating healthy foods Other Resource: Head Start Teacher Activity Book Includes: songs, games, finger plays

Dental

Week 1-2 Discuss the importance of brushing teeth & introduce tooth brushing Week 1-2 Book: Going to the Dentist by DK Publishing Week 1-2 Head Start Book: Brushing My Teeth Week 3-5 Proper Brushing of Upper Outer Teeth (use large teeth and toothbrush) Week 5-7 Proper Brushing of Upper Inner Teeth Week 7-9 Proper Brushing of Lower Outer Teeth Week 9-11 Proper Brushing of Lower Inner Teeth Week 11-13 Discuss swishing of mouth with water when brushing is not possible Week 13-15 Review of proper brushing techniques Discuss why it is important to change tooth brushes (illness, worn bristles, etc) Week 16-18 Week 18-40 Practice proper brushing techniques Resource: See attached tooth brushing songs

Book: It’s Okay to Be Different by Todd Parr Book: Shades of Black by Sandra Pinkney Book: Patalous the Different Caterpillar By A Volta Book: I Love My Hair By Natasha Tarpley Book: Whoever Your Are Mem Fox Book: The Skin You Live In By Michael Tyler Book: Mommy Why? By Lin Fong-Oneill Other Resources: A Head Start On Picturing America Resource guide includes: background information, vocabulary, book listings, activities, family literacy experiences and posters

Physical Skills

Gross: Roll/Bounce a Ball Month 1 Fine: Tearing paper, manipulate and Shape Play-Dough Gross: Walking, Catch/Throw ball Month 2 Fine: Snipping paper, Stringing Beads, Play Dressing Dolls Gross: Run/ Gallop, Hit an Object, Fall Sports Month 3 Fine: Using Tweezers/Tongs and Paint Brushes Gross: Jump, Push/Pull, Roll Our Bodies Month 4 Fine: Add Cooke Cutters to Play-Dough Gross: Climbing, Play Winter Sports Month 5 Fine: Holds Writing Utensils of Various Widths/Thicknesses and Use Stampers Gross: Kicking, Warm-up Exercises Month 6 Fine: Buttoning, Zipping, and Snapping Gross: Balance Beam Activities Month 7 Fine: Lacing Cards Gross: Hop, Obstacle Courses Month 8 Fine: Collages (with paper, macaroni, dots, etc.) Month 9 Gross: Skip, Review of all basic movements, summer Sports Fine: Cutting on a Line

Within the 1st 30 days of school Pedestrian Safety/Bus Safety Activity Month 1 - August Discuss why we have rules Month 1 – August Review rules Month 1 - August Discuss keeping safe at home and school Month 2 -September Discuss what is 911? Month 3 - October Trick-or-Treat safety Month 4- November Fire Safety Month 5 - December Discuss poison prevention in the home Month 6- January Discuss toy safety Month 7 –February Discuss stranger safely Month 8 – March Discuss what to do if you get lost? Month 9 – April Discuss keeping safe with animals Month 10 - May Discuss safety in sun and water

This Little Hand (A Washing-up Rhyme) This little hand is my right hand. (Hold up right hand.) This little hand is its brother. (Hold up left hand.) Together, they wash and they wash and they wash, (Pretend to wash hands.) One hand washes the other!

Wash, Wash (Tune: Ten Little Indians) Lava, lava tus manitas, Lava, lava tu carita. Lava, lava tus dientitos, Todas las Mananas.

Peina, peina tu cabello, Ponte, ponte tu ropita. Calza, calza tus zapatos, Todas las mananas.

I’m a Juicy Orange (Tune: I’m A Little Teapot) I’m juicy orange Round as you please, A big juicy orange Waiting for a squeeze. So if you happen To come my way, Give me a hug--- You’ll make my day!

Good Morning to You (Tune: la Cucaracha) Good morning to you, good morning to you, Time to get up, rise and shine. Good morning to you, good morning to you, Gee, you’re looking mighty fine (cha, cha, cha!).

Never Play With Matches (Tune: Frere Jacques) Never play with matches, never play with matches If you do, If you do, You might burn your fingers, You might burn your fingers, That won’t do! That won’t do!

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 64 Hands Are Clapping (Tune: Skip to my Lou) Hands are clapping, clap, clap, clap. Hands are clapping, clap, clap, clap. Hands are clapping, clap, clap, clap. Clap your hands my darling.

Toes are tapping--- Arms are swinging--- Fingers are wiggling--- Hips are twisting--- Elbows are bending---

Run, Run, Run (Tune: Row Your Boat) Run, run, run in place While you sing this song. That’s the way to help your heart Stay healthy and grow strong. Hop, hop, hop in place--- Swing, swing, swing your arms--- Clap, clap, clap your hands--- March, march, march in place--- Shake, shake, shake your hips---

Tap Your Head (A settling down chant) Tap your head, tap your toe, Turn in a circle, bend down low, Tap your nose, tap your knees, Hands on your shoulders, Sit down please!

Quiet Time (A refocusing chant) Close your eyes, open your eyes; Touch your little ear. Open your eyes, close your eyes; “Quiet Time” is here.

Happy Day (A greeting song. Tune: She’ll Be Coming Round the Mountain) If you’re glad it’s Monday, clap your hands. (clap, clap) If you’re glad it’s Monday, clap your hands. (clap, clap) If you’re glad it’s Monday, if you’re glad it’s Monday, If you’re glad it’s Monday, clap your hands. (clap, clap)

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 65 Not Say A Single Word (A transition song to gather children) We’ll hop, hop, hop like a bunny (hop in place) And run, run, run like a dog; (run in place) We’ll walk, walk, walk like an elephant, And jump, jump, jump like a frog, (Imitate) We’ll swim, swim, swim like a goldfish, And fly, fly, fly like a bird; We’ll sit right down and fold our hands, (Follow directions) And not say a single word. (Fingers across mouth)

Won’t You Come And Sit Right Here (A transition song to gather children. Tune: Mary Had a Little Lamb) Won’t you come and sit right here, Sit right here, sit right here. Won’t you come and sit right here, For our story.

Where Is Mary? (Transition - Tune: Are you Sleeping?) Where is Mary? Where is Mary? There she is, there she is. How are you this morning? Very well, I thank you. Skip to the door, skip to the door.

Walk Outside (Transition – Tune: Are you Sleeping?) Where is _____ (Child’s name)? Where is _____ (Child’s name)? Please stand up, please stand up. Do a little jumping, and a little clapping, Walk to the table, walk to the table.

Tidy Up (Clean-up song. Tune: Jingle Bells) Tidy up, tidy up, put the toys away. Tidy up, tidy up, we’re finished for today. Oh, tidy up, tidy up, put the toys away, For we’ll get them out again the next time that we play.

Jolly Good Helper (To encourage children to clean-up. Tune: Jolly Good Fellow) (Child’s name) is a jolly good helper, (Child’s name) is a jolly good helper, (Child’s name) is a jolly good helper, He/She is picking up the blocks. (Insert appropriate behavior.)

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 66 Wiggle Bones (When children need to move. Tune: London Bridge) We all have wiggles in our bones, In our bones, in our bones, We all have wiggles in our bones, Shake, shake, shake them out. We all have wiggles in our legs, In our legs, in our legs. We all have wiggles in our legs, Shake, shake, shake them out.

Repeat using the following phrases.

We all have wiggles in our arms--- We all have wiggles in our hips--- We all have wiggles in our hands--- We all have wiggles in our head---

Fine Family (A family fingerplay)

Here is the family in my household. Some are young, And some are old. Some are tall, Some are small, Some are growing just like me. Together we all live as a family. (Hold up one finger for each line, starting with the thumb.)

Five Cookies (Action poem )

Five little cookies in the bakery shop. Shining bright with the sugar on top. Along comes (child's name) with a nickel to pay. He/she buys a cookie and takes it away. (continue with four, three, two and one).

Three Balls (Action poem)

Here's a ball (make ball with thumb and index finger ) And here's a ball (make ball with other thumb and index) A great big ball, I see (put arms up and touch fingers over head)

Copyright 2013 by Region 7 Education Service Center. This document may be reproduced for educational use only. 67 Shall we count them? Are you ready? One, Two, Three (make all three balls in succession)

Ten Fingers (A fingerplay)

I have ten fingers (hold up both hands, fingers spread) And they all belong to me, (point to self) I can make them do things- Would you like to see?

I can shut them up tight (make fists ) I can open them wide (open hands) I can put them together (place palms together) I can make them all hide (put hands behind back

I can make them jump high (hands over head ) I can make them jump low (touch floor) I can fold them up quietly (fold hands in lap) And hold them just so.

Turtles (Poem)

One baby turtle alone and new. Finds a friend, and then there are two. Two baby turtles crawl down to the sea. They find another, and then there are three. Three baby turtles crawl along the shore. They find another, and then there are four. Four baby turtles go for a dive. Up swims another, and then there are five.

Five Little Bees (A poem)

One little bee blew and flew. He met a friend, and that made two. Two little bees, busy as could be-- Along came another and that made three. Three little bees, wanted one more, Found one soon and that made four. Four little bees, going to the hive. Spied their little brother, and that made five. Five little bees working every hour-- Buzz away, bees, and find another flower

Are Your Teeth Clean and White (Tune: “Do Your Ears Hang Low”)

Are your teeth clean and white? Do you brush them left and right? Do you brush them in the morning? Do you brush them every night? Do you brush them up and down? Do you brush them round and round? Are your teeth clean and white?

Do you floss between your teeth Removing food from places tight? Do you floss them in the morning? Do you floss them every night? Do you floss them in the front? Do you floss them in the back? Do you floss them right?

Brush, Brush, Brush Your Teeth (Tune: “Row, Row, Row Your Boat”)

Brush, brush,brush your teeth At least two times a day. Cleaning, cleaning, cleaning, cleaning Fighting food decay.

Floss, floss, floss your teeth Gently around your gums. Merrily, merrily, merrily, merrily, Flossing can be fun.

Rinse, rinse, rinse your teeth. Keep them clean and bright. They’ll be healthy, they’ll be strong If you treat them right.

In my mouth I have some teeth, EIEIO. And in my mouth I put my brush, EIEIO. With a wiggle-jiggle here, and a wiggle-jiggle there, Here a wiggle, there a jiggle Everywhere a wiggle-jiggle In my mouth I’ll keep my teeth, EIEIO.

Brush, Brush, Brush Your Teeth (Tune: Row, Row, Row Your Boat)

Brush, brush, brush your teeth Brush them everyday. We put toothpaste on our brush To stop tooth decay.

Floss, floss, floss your teeth. Floss them every day! Using the string to clean between Keeps the plaque away!

Clean, clean, clean your teeth. Clean them every day! Your teeth will sparkle for years to come In the most beautiful way!

Brush, brush, brush your teeth. Brush them every day! Happy, healthy teeth you’ll have If it’s done this way.

Here’s my toothpaste Here’s my brush I won’t hurry, I won’t rush. Working hard to keep teeth clean Front and back and in between When I brush for quite a while I will have a happy smile.

Oh When My Teeth Come Marching In (Tune: Oh When the Saints Go Marching In)

Oh when my teeth come marching in Oh when my teeth come marching in I’m gonna brush and loss and rinse Oh when my teeth come marching in

Oh when the plaque goes marching out Oh when the plaque goes marching out I’m going to sing and laugh and be proud Oh when the plaque goes marching out

Sparkle, Sparkle, Little Teeth (Tune: “Twinkle, Twinkle Little Star”)

Sparkle, sparkle little teeth, Some above and some beneath. Brush them after every meal. Clean and fresh they’ll always feel. Sparkle, sparkle little teeth. Some above and some beneath.

Floss them, floss them, in between. Cavities will not be seen. See your dentist twice a year. Your teeth will shine from ear to ear. Floss them, floss them, in between. Cavities will not be seen.

Snacking, snacking, it’s okay. But do it in the proper way. Eat raw veggies, fruit and cheese. They will make your mouth say please. Snacking, snacking, it’s okay. But do it in the proper way.

Teeth Clean Song (Tune: “She’ll Be Coming Round the Mountain”)

When my hands are clean I know it cause I CLAP (clap, clap) When my hair is clean I know it cause it SQUEAKS (squeak, squeak) When my mouth is clean I know it and I’m not afraid to show it. When my mouth is clean I know it cause I SMILE (smile, smile).

When my feet are clean I know it cause I STOMP (stomp, stomp) When my ears are clean I know it cause I HEAR (clap hands behind ears) When my teeth are clean I know it and I’m not afraid to show it. When my teeth are clean I know it cause I CHOMP (chomp, chomp).

The wheels on the bus go round and round Round and round, round and round The wheels on the bus go round and round All through the town.

The wipers on the bus go "Swish, swish, swish, Swish, swish, swish, swish, swish, swish" The wipers on the bus go "Swish, swish, swish" All through the town.

The door on the bus goes open and shut Open and shut, open and shut The door on the bus goes open and shut All through the town.

The horn on the bus goes "Beep, beep, beep Beep, beep, beep, beep, beep, beep" The horn on the bus goes "Beep, beep, beep" All through the town.

The gas on the bus goes "Glug, glug, glug Glug, glug, glug, glug, glug, glug" The gas on the bus goes "Glug, glug, glug" All through the town.

The money on the bus goes "Clink, clink, clink, Clink, clink, clink, clink, clink, clink" The money on the bus goes "Clink, clink, clink" All through the town.

The baby on the bus says, "Wah, wah, wah! Wah, wah, wah, wah, wah, wah!" The baby on the bus says, "Wah, wah, wah!" All through the town.

The teacher on the bus say, "Shh, shh, shh, Shh, shh, shh, shh, shh, shh" The teacher on the bus say, "Shh, shh, shh" All through the town.

The mommy on the bus says, "I love you, I love you, I love you" The daddy on the bus says, "I love you, too" All through the town.

Education Forms

References

Websites http://www.dimensionsfoundations.org/media/developmental_milestones_3to5.pdf http://www.greatschools.net/parenting/social-skills/developmental-milestones-ages-3-throu... http://www.lucylearns.com/tooth-brushing-song.html http://www.prekinders.com/firstdays.htm http://www.prekinders.com/schoolunit.htm http://www.talkingchildren.com http://www.teachers.net/lessons/posts/2158.html http://www.teachers.net/lessons/posts/2898.html http://www.umm.edu/ency/article/002015.htm https://eclkc.ohs.acf.hhs.gov/hslc https://cliengage.org

Books

Bailey, B. A. (2001). Conscious discipline. (Rev. ed.). Loving Guidance, Inc.

Benke, S. J., Ostrosky, M. M., & Katz, L. (2008, May). Calendar time for young children. Young Children.

Harms, T., Clifford, R. M., & Cryer, D. (2005). Early childhood environment rating scale (Rev. ed.) New York: Teachers College Press.

Marshall, B., Lockhart, S. & Fewson, M. (2007). High/scope step by step: lesson plans for the first 30 days. Ypsilanti, MI.

McGahey, S. & Benge, M. S. (2007). Teaching with purpose. Mind Works Resources, Inc.

Messages from your teacher: Teacher Created Materials, Inc.

“Moving & Grooving” –SHAPES Head Start, Levelland, TX

National Association for the Education of Young Children. Developmentally appropriate practice in early childhood programs. Washington, DC: Copple, C. & Bredekamp, S.

Powell, J. & Smith, C. A. (1994). Developmental milestones: a guide for parents the 4th year. Kansas State University Agricultural Experiment Station and Cooperative Extension Service. Manhattan, KS.

Powell, J. & Smith, C. A. (1994). Developmental milestones: a guide for parents the 3rd year. Kansas State University Agricultural Experiment Station and Cooperative Extension Service. Manhattan, KS.

UT Health Science Center at Houston. C.I.R.C.L.E. preschool early language and literacy teacher’s manual.