Presentation on theme: "Activities Carol, here is the activity for the EC article and a few other activities."— Presentation transcript:
1ActivitiesCarol, here is the activity for the EC article and a few other activities.
2Group 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.
3DAP Curriculum Should include: Social Emotional Intellectual Physical Developmentally Appropriate Practices for Early Childhood integrate the social, emotional, intellectual and physical needs of young learners.
4ActivityTable Groups1. 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.This activity will lead directly to the next section of the workshop. Both gross and fine motor skills have a critical impact on children’s learning, After the morning break the participants will learn why motor skills are developmentally appropriate for young learners. They will also participate in activities that will strengthen their students motor skills.
5Bouncing Balls Animal Motions 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.The students will pretend to be large rubber ballswhile 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.
6I’m Stuck!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 imaginarybucket of water all over their body and their hands will wash theglue away.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.
7Step Tango Hokey Pokey Shape Song 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 SongYou 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 triangleoval diamondrectangleSing to the tune of “Frere Jacques”.
8Elephants At Work and Play A Finger Play As 5 little elephants marched through the grass march fingers of right handThey 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 blowThe next gave a call of the wild jungle animal cup hands to mouth, make a low eerie soundThe third and fourth elephants trumpeted a song, make a trumpet and blow twiceBut the last little elephant just followed along,march two fingers of left handThen 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 handand place on top of each other with thumbs up
9Caterpillar Let the words describe the actions Tiny TimThere 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!The ZooAt the zoo we saw a bear He had long, dark fuzzy hair pretend to walk etc. like a bearWe saw a lion in a cage. He was in an awful rage. pretend to be a angry lionWe saw the big, long-necked giraffe, And the silly monkeys made us laugh everybody laughBut my favorite animal at the zoo Is the elephant--how about you?Caterpillar Let the words describe the actionsLittle 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 FingersI have ten fingers And they all belong to me, I can make them do thingsWould 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. Sammy SnailSammy 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.HandsThe 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.
10A 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 JinglesJohnny 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 suggestWhen 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.Family Let the words describe the actionsHere'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.
11Planning Your DAP for Motor Skills “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 GilbertTeacherWorking in pairs or site groups:Plan ways you will incorporate the ideas and activities presented in today’s session.How will you incorporate the gross motor and fine motor skills?Give examples of Music, Movement and Multisensory activities.Record your ideas on the chart paper at your tables.Have participants turn to p. of their handouts to plan and integrate DAP/ Motor Skills into their daily curriculum.
12Group Activity Language Development Read the book at your table.Choose 5 vocabulary words.Create either a motion or movementfor each word.Create a rhyme or song for only 1 word.Choose another word to illustrate.The participants will have Early Childhood books at their tables. (see Facilitator’s Guide). Have the teachers work in groups, choosing 5 vocabulary words to develop. The directions of what they are suppose to do should stay up on the screen. Using large chart paper, the groups will collaborate and plan the movement lesson.
13Books for Early Childhood (for more books go to www. ala Books for Early Childhood (for more books go to www. ala.org/BookLinks)The Very Hungry Caterpillar by Eric CarleGood Night Moon by Margaret Wise BrownBrown Bear, Brown Bear, What Do You See by Bill Martin Jr.The Rainbow Fish by Marcus PfisterCorduory by Don FreemanThe Snowy Day by Ezra Jack KeatsThe Runaway Bunny by Margaret WiseGuess How Much I Love You by Sam McBratneyWhere the Wild Things Are by Maurice SendakStellaluna by Janell CannonChicka, Chicka Boom, Boom by John ArchambaultIf You Give a Mouse a Cookie by Laura Joffee NumeroffThe Mitten by Jan BrettNoisy Nora by Rosemary WellsStrega Nona by Tomie De PaolaHailstones and Halibut Bones by Mary O’NeilLeo the Late Bloomer by Robert KrausRabbits and Raindrops by Jim ArnoskyAnimals Born Alive and Well by Ruth HellerThe First Snowfall by Anne and Harlow Rockwell
14We Love Rhymes…Yes We Do!! Rhyming BeanbagWe Love Rhymes…Yes We Do!!We Love Rhymes, Have You Heard?Give a Rhyme for This Word__________Have the participants turn to page __ of their handouts. Explain the activity (see Facilitator’s Guide). Have the small groups do the movement activity with the sample rhyming words.
15How 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.
16How 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
17Tap, 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.
18Musical Letters1. 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 boardaA
19Where’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.
20The 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 .
21Conversations with Our Students? Group ActivityWhen Should We HaveConversations 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?Group Discussion: This is a great slide for open discussion between teachers. Sort of a no-brainer. . .but it stresses the point that conversations can happen anywhere, at anytime.
22Lesson Plan Activity Work together as a group/table: 1. Using ideas you’ve learned today2. 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.(See Facilitator Guide) Depending on the set-up of the room and group, have skills already assigned to a group/table or allow the group to select the skill they would like to develop a short lesson for. Allow approx 15 min (more/less depending on time frame), for group to develop lesson, using multimodal activities to support their lesson. Allow time for each group to present, “Teach”, their lesson.