| Art | Drama Center | Writing | Independent Reading | Science Center |
| Smart Board | Pocket Chart | Activity Center | Computer Center | Movement |
| Word Walls |
I provided an example of what the letters “R” and “P” looked like,
and taped them to the table. I then
used pink construction paper to make a life-sized model of the letter “P.”
I did the same thing with the “R,” only I used red paper.
I thought that maybe the students could “become” the letters by lying
on the floor on top of them, or just walk around on top of them to see how they
were formed. The students will be
able to see that the letter “P,” and the pink paper go together as pink
starts with “P.” I also thought
that it could be helpful to play a game using a follow the leader method and
have them walk on top of the letters forming a train.
Another idea would be to play a version of musical chairs, and have them
trace the letters with their steps.
My station I worked with was Writing. I had the students write down as many words that rhymed. With some of the words they wrote down, they had to draw a picture to make a story. They all did a very good job and their pictures were very creative. Sorry I don’t have a copy of anyone’s creative story.
For my station “Independent Reading”, I picked out 3
books that dealt with letters and colors. I
then added the books that were read aloud during the “Author’s Chair”,
leaving the students with a wide selection of books to read. Since my station
was Independent Reading, I interacted little with the students, allowing them to
look through the books of their choice on their own. This allows the students to
make their own decisions, but also limits them on the choices available.
The books included:
 | Animal ABC by David Wojtowycz |
| Eating the Alphabet by Lois Ehler |
| Brown Bear, Brown Bear by Bill Martin Jr. |
| Q is for Duck by Mary Elting & Michael Folsom* |
| Reflections by Ann Jonas* |
*These two were also read in the Author’s Chair
In author’s chair the book Reflections, which is written and
illustrated by Ann Jonas, was read. In
this book there is two pictures on each page.
One is upside right and one is upside down.
The second book read was Q is for Duck by Mary Elting and Michael
Folsom. The pictures are by Jack Kent.
This book goes through the alphabet using each letter to represent
something that does not begin with that particular letter but that
“something” may do an activity that begins with that letter. It was a sort of guessing game to see what was the word on
the next page that started with a designated letter.
Science Center
The
science center is a place for children to have as much hands-on objects as
possible. It is fairly easy to incorporate colors and letters into this center.
The following is one way that it has been done including colors and the letter
“Ff.” Since the letter that was
chosen was “Ff,” the children get the chance to learn about fish and the
colors that they can be. The book that was chosen to be at the center was The
Rainbow Fish, giving many different colors that fish can be. The objects
that were at the center were a real live fish (Preston is his name), fish food,
a ceramic fish, a little homemade book about fish, and The Rainbow Fish
and Rainbow Fish to the Rescue.
Hi,
my name is Preston!
I used this stoplight on the Smart Board to show the colors red, yellow, and green. After we identified the colors, we played the game Red Light, Green Light.
Movement
The activity used for movement was one to get the all
of the children involved in learning some colors and following rules all while
playing a fun game called Red Light, Green Light. This game was started by first having an example of a
stoplight on the Smartboard and having the children identify what the three
colors are and what they represent when used in traffic. Green – go, Yellow
– slow, and Red – stop. Then
the children were explained the game. One
person, the Police Officer would be at one end of the hallway and the students
lined up single file(if room) at the other end.
What color the Police Officer says is what the children do – ex. stop,
go, or slow. The first children to the end were allowed to get a drink and work
on other activities. If anybody did not follow the Police Officer’s
instructions they had to go back to the beginning of the line. This game was to
get the children moving so they are not bored or inattentive because of sitting
still to long. They were also
taught colors and how to follow rules. It
was simple and short.
Colors and Letters
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Our theme this week was colors and Letters. For my
activity, I had the student’s categorize many different items by colors. I
gathered a bunch of different things that were all of the popular colors. They
sorted them by the different colors and placed them in a cup with the color
written on it. The other activity I did was to have the student’s place the
letters in alphabetically order on a board. They also had to go threw the upper
case and lowercase words. From this activity, they learned what order the
letters go in.
On
Tuesday the center that I was assigned to teach was the computer center.
At the computer center the students were able to look at the website http://www.alaskasmall
business.com/kindergarten/shapes.html.
At this website the students were able to click on different links and
they would be looking at different shapes, colors, numbers, or even their
alphabet. The only problem with this activity is that it may take a little bit
more time than a teacher is willing to have at the computer center.
Ocean Themes
We had six words we introduced to the students.
They were sand, salt, fish, water, and ocean.
They were posted up on the wall so the students could see them.
We would read the word first, spell it together and then the students
would begin to fish for the correct letters to spell the word. For the fishing portion, we had a bunch of fish on the
ground, each with just one letter on them.
The fish had paper clips on them and the students had fishing poles with
magnets on the end of the string. The
students caught the right fish with the right letters that they wanted to spell
the word. After all of the students
caught the letters to spell the word, we spelled the word again looking at the
fish and then said the word again.
Tuesday ocean theme
We read One Fish, Two Fish, Red Fish, Blue Fish to all of
the students. This was just an
introduction to the rhyming words.
Wed. Safety Theme
After everyone had wrote a story in their bike safety book,
we had everyone read and share his or her story with the whole class.
Poem:
One, two, three, four, five,
Once I caught a fish alive
Six, seven, eight, nine, ten
Then I let it go again.
Why did I let it go?
Because it bit my finger so.
Which finger did it bite?
The one upon my right.
One, two, _____, four, five,
Once I caught a fish alive
Six, seven, _____, nine, ten
Then I let it go again.
Why did I let it go?
Because it bit my finger so.
Which _______did it bite?
The one upon my _____.
Rounding up rhymes:
We used the pocket chart, and just took words out of the book One Fish, Two
Fish, Red Fish, Blue Fish, by Dr. Seuss. Then
we had the students try to think of other words that rhyme with the ones in the
pocket chart.
Sarah H. Jaime, Bonnie, Lucy and Amy