Kindergarten

Handbook and Curriculum Guide

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Table of Contents

Kindergarten Handbook and Curriculum Guide

-----Handbook/Guide Rationale
-----Introduction/ Acknowledgments

Learning Processes - How Children Learn

-----What is a developmental kindergarten?
-----How do theoretical perspectives on development and
learning relate to teaching kindergarten?
-----What are the curriculum goals and objectives for a
developmental kindergarten program?
-----How does multiple intelligence fit into a developmental
kindergarten ?

Curriculum Content - What Children Learn

Introduction and list of objectives:
-----Art
-----Health
-----Language Arts
-----Math
-----Music
-----Physical Education
-----Science
-----Social Studies
-----Technology

Environment - The Learning Context

Creating the learning context:
-----Teachers Role
-----Characteristics of the Five-Year-Old
-----Materials Inventory: Basic Requirements
-----Student Supply List
-----Room Arrangement
-----Classroom Management
-----First Days of Kindergarten
-----Daily Schedule

Communicating about the learning context:

-----Kindergarten Registration
-----Mailing Information
-----Orientations
-----Home Visits
-----Parent Night/Open House
-----Volunteers
-----Conferences
-----Newsletters
-----Frequently Asked Questions
-----Teacher Resources

Instructional Strategies - How To Teach

-----Art Activities
-----Block-building Center
-----Circle Time
-----Cooking Activities/Snack
-----Dramatic Play Center
-----Field Trips
-----Health Activities
-----Library/Listening Center
-----Literacy Activities
-----Manipulatives/Fine Motor Activities
-----Math Activities
-----Music/Rhythm/Creative Movement Activities
-----Physical Development
-----Science Activities
-----Sensory Table Activities

-----Social Studies Activities

-----Technology Applications
-----Workbench Center
-----Writing Activities

Assessment Strategies - How to Know Learning Has Occurred

Assessment and Evaluation in Kindergarten:
-----Anecdotal Records
-----Assessing Readiness for First Grade
-----The Multiple Disciplinary Team

Reporting Progress in Kindergarten:

-----Profile of Developmental Outcomes
-----Kindergarten Assessment Form

Black-line Masters
Materials for:
-----Kindergarten Registration
-----Kindergarten Orientation
-----Parent Teacher Conferences
-----Kindergarten Assessment

Learning Processes
How Children Learn

What is a developmental kindergarten?

In defining a developmental kindergarten program, it may be helpful to distinguish what
a developmental program is not.
A developmental kindergarten program is not a curriculum; it is not a rigid set of
standards that dictate practice. Rather, it is a framework, a philosophy, or an approach to
working with children that emphasizes two important aspects - what we know about how
children develop and learn and what we learn about the individual needs and interests of each
child.
A developmental kindergarten program does not mean that teachers arent teaching and
that children control the classroom. A good developmental kindergarten program is a highly
organized and structured environment that teachers have carefully prepared and in which
teachers are in control.
A developmental kindergarten program does not reject curriculum goals and objectives in
favor of child-driven curriculum. All quality kindergarten programs have clearly stated
objectives toward which the teacher plans and works with children to achieve. The difference in
a developmental classroom is that those goals are appropriate for childrens age levels and
individual patterns of learning and development; respectful of their needs and interests; and
addresses all areas of human functioning, not just narrowly defined basic skills.
A child in a developmental kindergarten program does not just play all day. Yes, play
is important and essential for children to develop high-level social strategies and other important
learning. However, the kindergarten teacher must know why, when, and how they can help play
become an enriching, meaningful learning experience, and they must also know what
experiences and specific strategies children need to reach their learning potential.
Finally, creating a quality, developmental kindergarten program is not about how to get
ready for first grade. Kindergarten is about laying the foundation for all learning that is to come
thereafter. Developmental teachers believe that the foundations of any subject may be taught to
any child, at any age, in some form. As the curriculum develops, these basic concepts are
revisited and built upon until children grasp them fully. Just as the hierarchical nature of these
concepts makes it impossible to develop them fully in any one grade level, the developmental
kindergarten teacher knows that they also cant be developed in one narrow
area of the curriculum.
Laying this foundation for learning in kindergarten is about integration. The kindergarten
curriculum cannot be pigeonholed into the traditional math, reading and writing categories.
Even though concepts from the traditional categories are taught every day, they are so
interrelated that they are hard for the untrained eye to distinguish one from another.
Kindergarten is an experience and the curriculum, therefore, must provide those experiences.
Since a kindergartner learns best when interacting with his environment, this integration
becomes the books and workbooks of a kindergarten curriculum.

How do theoretical perspectives on development

and learning relate to kindergarten?
All teachers have a belief system whether explicit or implicit, about how children learn
and what they should be learning, that guides and influences their practice. Theories are useful
because they help teachers understand why they do what they do and explain why something
happens. There are many theories of learning and development that explain various phenomena.
Some theories, such as those developed by Piaget (1952), Erikson (1963) and Vygotsky(1978)
are more comprehensive and explanatory, and therefore, may be more useful to kindergarten
teachers than others. It is these theories that inform this document.
One framework for categorizing knowledge is provided by Piaget (1952). He
differentiates physical, logical-mathematical, and social-conventional knowledge as determined
by the source of the knowledge. The source of physical knowledge is external observable
reality; the source of logical-mathematical knowledge is the relationships mentally constructed
inside the individual; and finally, the source of social-conventional knowledge is the agreedupon conventions of society.
Erikson (1963) describes two stages of development for kindergarten-age children. The
Initiative vs. Guilt stage (preschool years) is a period of interest, active exploration and readiness
for learning. Children in this stage need to express their natural curiosity and creativity through
opportunities to act on the environment. The Industry vs. Inferiority stage (school age years) is
characterized for children by a readiness for the challenge of new and exciting ideas and of
constructing things. Children in this stage need opportunities for physical, intellectual, and
social accomplishment with many and varied interactions with materials. Success and a feeling
of I can do it result in a sense of industry.
Vygotsky (1978) also provides a useful framework for categorizing, and therefore
understanding, the nature of knowledge. He distinguishes spontaneous concepts are those that
the child discovers through direct experience. School-related or scientific concepts originate in
the culture and represent the body of knowledge from past generations.
Aside from studying developmental theory, teachers can also help students by assessing
and understanding their present level of development. By using Blooms Taxonomy, a teacher
can determine the childs depth of understanding, and than make appropriate evaluations and
form clearer, more specific educational goals. Since development occurs in stages from simple
to complex, Blooms Taxonomy helps show the hierarchy of thought, expression from
convergent to divergent thinking; the goal being to move students from the basic recall and
memorization of material to the level of evaluation.

Teachers can use the following levels of learning to perform evaluations:

Knowledge - Can students recall facts?
Example - What is this? (Object from house center shown to child) Uses words like ask,
observe, listen, fill in, label, and list.
Comprehension - Can students understand and explain ideas?
Example - What would you use this pan for? Uses words like identify, match, write, trace.
Application - Can students use ideas?
Example - Show me how you button this dress. Can you tell her what you need? Uses
words like sketch, paint, draw, construct, and stimulate.
Analysis - Do students see relationships (contrasts, comparisons, breaking into parts)
Example - Which hat is bigger? Should the grandma make the girl go to bed at 8:00? Uses
words like compare, difference, sort and separate.
Synthesis - Can students combine the parts to make whole?
Example - What would happen if Mom dropped the dishes? Pretend you did not turn off the
faucet. What would happen? Uses words like create, invent, role-play, pretend, imagine, and
write.
Evaluation - Can students make judgments?
Example - What person do you like to be? Why? What time should children go to bed?
Why? Uses words like decide, suppose, choose, argue, discuss, and estimate.
By using these categories, teachers can design more effective and comprehensive
curriculum and evaluative instruments for children at various levels of cognitive growth.

What are the curriculum goals and objectives for a

developmental kindergarten program?
The goals for a kindergarten program should address all domains - emotional, social,
cognitive and physical and should attend to the development of desirable attitudes and
dispositions, skills and processes, knowledge and understanding. Following is a goal statement
for the developmental kindergarten program. The child will:
!

Develop a positive self-concept and attitude toward learning, self-control, and a sense of
belonging;

Develop curiosity about the world, confidence as a learner, creativity and imagination, and
personal initiative;

Develop relationships of mutual trust and respect with adults and peers, understand
perspectives of other people, and negotiate and apply rules of group living;

Understand and respect social and cultural diversity - know about the community and social
roles;

Use language to communicate effectively and to facilitate thinking and learning;

Become literate individuals who gain satisfaction, as well as information, from reading and
writing;

Represent ideas and feelings through pretend play, drama, dance and movement, music, art
and construction;

Think critically, reason, and solve problems;

Construct understanding of relationships among objects, people, and events, such as

classifying, ordering, number, space, and time;

Construct knowledge of the physical world, manipulate objects for desired effects and
understand cause-and-effect relationships;

Acquire knowledge of and appreciation for the fine arts, humanities, and sciences;

Become competent in management of their bodies and acquire basic physical skills, both
gross motor and fine motor; and

Gain knowledge about the care of their bodies and maintain a desirable level of health and
fitness.

The curriculum objectives should be based on the best knowledge of theory, research,
and practice about how children develop and learn, with attention given to the individual needs
and interests in a group in relation to the kindergarten program goals.

How Does Multiple Intelligence Fit Into

A Developmental Kindergarten?
The theory of Multiple Intelligences, developed by Howard Gardner, recognizes that children
learn and excel in many different ways. All children excel in one or more of the following eight
intelligences:
! Verbal-Linguistics: Children will excel with words, rhymes and word meanings.
! Logical- mathematical: Students will excel with numerical patterns, reasoning, and logical
thinking.
! Musical: Children will excel with pitch, rhythm, and self-expression through music.
! Bodily Kinesthetic: Children will excel at gross and fine motor activities.
! Spatial: Children will excel in artistic efforts.
! Naturalist: Students will excel at noticing, and making distinctions about animal and plant
life.
! Interpersonal: Children will excel at getting along with others. They will show respect and
understanding of the thoughts, moods, and feelings of the people around them.

! Intrapersonal: Students will excel at understanding their own personal feelings and will use
their feelings to guide their behavior.
Multiple Intelligences fit nicely into a development program because this kind of program
strives to acknowledge the different ways in which students learn and excel. Learning centers
can meet the needs of all learners if the eight Multiple Intelligences are considered in the
development of centers. Examples of how Multiple Intelligences may fit into centers are listed
here:
The Art Center- The art center allows children to show what they know and express
their feelings through their art work. This center builds the Spatial, Interpersonal, and
Intrapersonal Intelligences.
The Block Center- This center allows children to use and develop their Bodily
Kinesthetic and Spatial Intelligence as they use gross motor skills to build structures.
Planning with other children requires them to use their Verbal-Linguistic and
Interpersonal intelligences.
The Dramatic Play Center- This center uses and develops childrens Interpersonal and
Verbal-Linguistic Intelligences as children interact and role-play with one another.
Students also use Bodily-Kinesthetic Intelligence as they move through space.
The Library/ Listening Center- Verbal-Linguistic Intelligence is used in this center as
children listen to, read, and write stories. Musical Intelligence is also being developed
through the music heard in the listening center.
The Writing Center- Students who enjoy expressing themselves in writing will be using
and developing their Intrapersonal Intelligence.
The Manipulative Center- Logical-Mathematics and Bodily-Kinesthetic intelligences
are developed as children work together with small building materials, beads, puzzles and
other manipulatives.
The Sensory Table/Science Center- This center develops Logical-Mathematical and
Naturalist Intelligences as children measure and explore the properties of natural
substances such as water and sand.

Curriculum Content
What Children Learn

Curriculum Content
What Children Learn
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Art
Health
Language Arts
Math
Music
Physical Education
Science
Social Studies
Technology

Art
Art can become a means of communication for the kindergarten child. The art
objectives in a developmental kindergarten are devoted to this freedom of expression.
This flexibility allows the teacher to design strategies to meet art objectives that can
apply to almost all other areas of the curriculum. As learning takes place, there should
always be an art form available to children to enhance and help demonstrate mastery of a
skill. That skill may involve discoveries in science, health concepts, writing, social
studies, dramatic play or music.

Art Objectives
The student will be able to:
#

demonstrate the appropriate use of painting tools and supplies

explore sculpturing techniques with clay

identify the three primary colors; red, yellow, and blue

identify the artistic elements of line, form and pattern

use appropriate vocabulary to describe the concept of texture

use provided art supplies to create original artwork

describe the primary color combinations to make green, orange and purple

describe an awareness of various visual art forms including; sculpture, paint,

photography, collage, pottery, weaving and woodworking

explore elements of art through exposure to prints of The Masters

Health
Within a developmental kindergarten program, health objectives are integrated
into appropriate activities across the curriculum. Strategies for teaching these objectives
can be found primarily in dramatic play centers, circle time activities, writing
opportunities and cooking experiences. In addition, many of the objectives may be
covered in, and supported by, programs offered through the school nurse and school
counselor.

Health Objectives
The student will be able to:

describe and explore the benefits of play and exercise

recognize the existence of and recognize the role of germs in spreading disease
recognize safety signs and procedures at home, school and around the neighborhood
describe how each person is unique and experiences a variety of feelings and moods
differentiate between helpful and harmful drugs
identify medicines/drugs, their safe use and safe places
differentiate between healthy and unhealthy foods
identify body parts (head, arm, leg, hand, chest, wrist, elbow, etc.)
describe the family and family likenesses and differences
identify health products commonly used (soap, shampoo, toothpaste)
identify acceptable and unacceptable behavior and how to make wise,
responsible choices
recognize risky behaviors in connection with guns, needles, fire, gang behavior,
poisons, seat belts, helmets, body fluids
demonstrates appropriate ways to say no
identify verbal and nonverbal communication skills
identify the health professions (nurse, doctor, dentist, EMT) and other trusted
adults who can provide assistance
practice appropriate cooperation and interaction skills

Language Arts
The language arts curriculum integrates easily into many areas of a developmental
kindergarten program. Specific language arts skills can be presented in many forms.
Many literacy objectives may be presented whole group such as shared reading,
interactive writing, language experience activities, authors chair and pattern book
lessons. The objectives may also be presented in center-type activities that correlate with
other centers such as creating a shopping list (writing center) and then using the list to
shop in the grocery store (dramatic play). Music, rhythm and creative movement
strategies are often extensions of a language arts lesson. Art activities are a crucial part
of the writing curriculum when children write and then illustrate their own work or class
book projects. Finally, language arts objectives can be developed with technology as
children learn basic word processing skills and apply them to reading and writing
activities.

Language Arts Objectives

The student will be able to:

Reading
Phonemic Awareness:
$ identify and/or name two or more words that rhyme through completion, production
and recognition activities
$ orally segment sentences into words, syllables into sounds and words into syllables
and/or sounds
$ orally blend phonemes into words
Phonics:
$ recognize names of upper and lower case letters
$ associate letters to letter sounds
$ identify beginning, ending and middle letters in a word
Concepts About Print:
$ identify front of book, title page, table of contents, attend to print, know where to start
reading
$ move left to right, return sweep and match word by word
$ understand first/last of text, top/bottom, order of pages and left/right page
$ identify picture clues and story language
$ identify one or two letters, match upper/lower case and first/last letter in a word
$ discriminate between illustration and text
$ recognize that letters can have different fonts
Reading Strategies:
$ engage personal schema to discuss, generate questions and predict outcomes

$ use picture, pattern and beginning letter sound to identify words and gain meaning
from text
$ use environmental print to locate sources for finding words
Comprehension:
$ offer relevant background information during pre-reading and demonstrate
understanding of vocabulary during post-discussion
$ identify and retell a story with the elements of character, setting, event sequence and
plot resolution
$ determine cause and effect relationships with why, how and what if questions
$ distinguish between fiction/nonfiction and real/pretend

Writing
$
$
$
$

demonstrate understanding and application of steps of writing process

write legibly and develop vocabulary
apply rules and conventions for grammar, punctuation, capitalization and spelling
develop and present a written narrative composition with a picture and simple
sentence that supports a central idea or is for personal and practical needs

Listening
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listen to gain enrichment and information about various cultures

listen and appropriately respond to a variety of electronic and live presentations
listen to literature presentations from a variety of media including group assemblies
listen for specific information and to follow verbal directions

Speaking
$ develop awareness of speaker and audience behaviors including posture, articulation,
volume and use of complete sentences and organization
$ orally share known literature through various presentations and activities
$ express opinions and solve problems while exhibiting courteous, attentive and
appropriate behavior

Viewing
$ develop an awareness of various media
$ demonstrate understanding of main idea from various media sources
$ compare two media that present the same story

Math
The math program in a developmental kindergarten is manipulative-based.
Concepts are developed from the concrete, to the symbolic, and, finally, to the abstract
level. However, many opportunities exist to facilitate learning in the following
mathematical objectives. Cooking activities provide opportunities for explorations of
weights, measurement, volume and temperature. Block-building experiences develop
problem solving skills like sorting and comparing. The workbench center can facilitate
learning in number concepts and estimation. And finally, activities involving the
scientific inquiry process utilize math concepts like counting, addition and subtraction
and evaluating the reasonableness of answer.

Mathematics Objectives
The student will be able to:
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demonstrate an understanding of the verbal, symbolic, and physical representations of a

number
demonstrate knowledge of our numeration system by counting in a variety of ways
identify a penny, nickel, dime and quarter as a value of money
explore the relationship between and demonstrate the concepts of addition and subtraction
including using concrete objects
use estimation to identify a number of objects
evaluate the reasonableness of an answer
select strategies appropriate for solving a problem including using concrete objects
explore the use of a four-function calculator (on/off, clear, add, subtract)
explore the use of tools for measuring time, length, volume, weight and relative temperature
compare sets of objects using vocabulary (less than, greater than and same as)
recognize, name and form plane shapes (circle, square, triangle, rectangle)
understand appropriate vocabulary for position, distance and size
understand appropriate data analysis vocabulary (graph, sort, predict, tally)
create and interpret a graph using real objects or pictorial representations
predict, perform and make decisions based on results of simple probability experiments
replicate and extend patterns and identify the rule (function) that creates the pattern
sort and classify objects by attributes
understand appropriate function vocabulary (sort, pattern, compare)

Music
Music provides a natural form of expression for the
kindergarten child. An appreciation of music is developed through singing, listening,
creative movement, and playing instruments. Music can also be the vehicle to transfer
learning from other areas of the curriculum. It can develop vocabulary, enhance cultural
understandings, complement mathematical and scientific concepts, extend literacy
activities and promote large motor development through the addition of creative
movement.

Music Objectives
The student will be able to:
demonstrate the ability to move to and play a steady
beat
identify and sing high and low sounds
identify and sing loud and soft sounds and the
difference between singing and talking
perform actions to musical selections
perform a dance to a musical selection
demonstrate the use of movement in playing games
demonstrate movement as a response to tempo changes
explore free movement with a steady beat
play unpitched instruments loudly or softly
play unpitched instruments as rhythmic accompaniment to a song or poem

Physical Education
Physical education is an extremely important part of the kindergarten curriculum.
Research illustrates a strong correlation between gross motor and cognitive development.
In the kindergarten program, many of the objectives for physical development are best
addressed during outside activity time. However, opportunities do exist in the classroom
such as creative movement experiences and music activities. Many physical fitness
issues are covered in the health curriculum.

Physical Education Objectives

The student will be able to:
4demonstrate competency in many forms and proficiency in a few movement forms
4apply movement concepts and principles to the learning and development of motor
skills
4exhibit a physically active lifestyle
4achieve and maintain a health-enhancing level of physical fitness
4demonstrate responsible personal and social behavior in physical activity settings
4demonstrate understanding and respect for differences among people in physical
activity settings
4understand that physical activity provides the opportunity for enjoyment, challenge,
self-expression and social interaction

Science
The teaching strategies to meet the following science objectives may take several
forms. Some objectives may be best served through experiment demonstrations, others
may be designed as a scientific inquiry process with one or two students at a time, and
still others may be implemented as an exploration center for small groups. Whatever
strategies are utilized, the curriculum areas that best support the science objectives are
typically, math, block-building, cooking and art.

Science Objectives
The student will be able to:
explore and use various models
understand and explore that change occurs and matter comes in various forms (solid,
liquid, gas)
measure in non-standard units
understand concepts of time (before, after, yesterday, today, tomorrow)
explore form and function
explore the scientific inquiry method by:
1. brainstorming questions
2. conducting scientific observations
3. using scientific tools to gather data (magnifying glasses, tweezers, eyedroppers,
scales, magnets and human tools - the 5 senses)
4. exploring data and evidence
5. making predictions
6. exploring alternative solutions
7. communicating scientific observations
identify different types of animal adaptations (camouflage, hibernation, migration,
evolution)
sort animals into wild, exotic, extinct, endangered and domestic categories
recognize the difference between living and non-living things
recognize that living systems require food, water, and sun to survive
observe and identify the four seasons and their impact on humans
explore evaporation, condensation, precipitation and the water cycle
observe different weather conditions
observe and discuss characteristics of the local environment and how its condition
impacts humans
explore the concept of recycling and conservation of natural resources

Social Studies
By definition, social studies is defined as the study of the conduct, standards,
organization and activities of a group of people living together in a common
environment. In this sense, all the learning that takes place within the kindergarten
classroom is social studies. The applications for teaching social studies objectives can be
found in every aspect of the kindergarten curriculum from a grocery store in dramatic
play to the cultural books in the library/listening center, from field trips to saying the
Pledge of Allegiance at circle time and from Native American pictorial writing to making
maps with blocks. Thematic units in kindergarten are also often develop from the social
studies curriculum such as; Living in Early Times, Transportation, Children
Around the World and Community Helpers. The recognition of patriotic and other
national holidays in kindergarten provides opportunities to develop even more social
studies concepts.

Social Studies Objectives

The student will be able to:
% identify calendar time by days, weeks and months
% identify current events involving the community
% demonstrate awareness that historical events and the lives
of famous people have been recorded (George Washington, Martin Luther King)
% identify different means of transportation that are used today and in the past
% identify examples of simple machines, inventions and technology used in the home
% explore why, when and how we celebrate patriotic and other national holidays
% identify stories, pictures, celebrations and music of other cultures
% demonstrate an understanding of own personal history as part of family, school and
neighborhood
% listen to stories that reflect the cultural heritage of the U.S. past, present, real/fiction
% recite the Pledge of Allegiance
% develop awareness of leadership roles in school, neighborhood, family and society
% know that the people in the U.S. vote for their leaders
% identify individuals and careers that are helpful to family, school, and community
(principal, doctor, school secretary, police officer)
% describe and show respect for the rules at home, school and in the community
% recognize that all people have needs and wants that they meet by sharing, trading and
using money to buy goods and services
% identify people who work for money in the school or community and be aware of
their products and services
% identify the globe as a model of the Earth
% identify landmasses, water, the north/south poles and equator on a map or globe
% recognize a map of the United States of America and recognize it as our country of
residence
% make and/or use a map of a familiar area
% recognize that many kinds of plants and animals live on the Earth

Technology
Computers have a place in the kindergarten classroom as an educational tool to
reinforce learning. As a tool, technology offers the kindergarten teacher an opportunity
to enhance learning in almost every area of the curriculum. Technology can be especially
important to the development of writing skills, as the early learner who is struggling with
fine motor issues can use a word-processing program to create a writing project.
Software programs exist to coordinate with many other areas of the curriculum and more
are being developed each day that target the early learner. An additional outcome from
meeting these technological goals is that the kindergarten child gains mastery over
machinery, thereby gaining self-confidence and enhanced self-esteem which provides
immeasurable benefits to the child.

Technology Objectives
The student will be able to:
@ identify basic software icons
@ use technology to create a piece for publication including; typing own name, typing a
simple sentence and printing and illustrating personal writing
@ view instruction through the use of a TV to P.C. connection to gain knowledge of
appropriate use of software
@ demonstrate an understanding of the basic operation of computer hardware
@ demonstrate the appropriate care of computer hardware and software
@ demonstrate knowledge of the use of the keyboard
@ use appropriate vocabulary to identify the parts of a computer including; monitor,
printer, processor, keyboard, mouse, mouse pad, modem, memory, floppy disk and
hard disks
@ demonstrate knowledge of the use of click-n-drag and left/right mouse buttons
@ demonstrate starting a program from an icon
@ demonstrate shrinking/expanding and opening/closing a window
@ use appropriate technology vocabulary including; cursor, program, software and
hardware
@ understand and follow instructions given in various formats (graphic, audio)

Environment
Creating the Learning Context

Environment
The Learning Context
Creating the Learning Context:
! Teachers Role
! Characteristics of the
Five-Year-Old
! Material Inventory:
Basic Requirements
! Student Supply List
! Room Arrangement
! Classroom Management
! First Day Schedule
! Daily Kindergarten Schedule

Teachers Role
The role of the teacher in the kindergarten classroom offers three equally
important and often simultaneous responsibilities -- teaching, administering and
counseling. These responsibilities cannot always be separated, but the effective teacher
must incorporate all three skills.
The teacher:
# shares knowledge and information.
# listens, questions, and interacts with individuals, small groups and large groups
each day.
# responds to the childs interest.
# evaluates progress in all areas -- emotional, social, physical and cognitive.
# exercises authority necessary to sustain the work and play life of the class.
# identifies needs and arranges for special services.
# creates an atmosphere of mutual respect and trust.
As administrator, the teacher:
# arranges the environment so that learning can take place.
# structures time.
# sanctions what is going on in the classroom.
# encourages and uses parent help while communicating the program to parents,
other teachers, and the community.
# provides opportunities for concept development in sequence.
# plans program based on the developmental needs and interests of the children in
the class.
# arranges space and organizes materials for learning centers.
As counselor, the teacher:
# does not hurry the child.
# encourages and motivates so that the child will stretch the mind and use the body to
reach full potential.
# is perceived as a resource for meeting problems of confusion, fear, loss of direction,
anger, or loneliness.
# understands behavior in the context of the characteristics of a childs stage of
development.
# takes no action that exploits the strength of the adult against the weakness of the
child.
# establishes trust and understanding as a significant adult in the childs life.
# communicates caring and a readiness to give.
# deals with feelings and conflicts so that children can discover appropriate ways to
function cooperatively.

Characteristics of the Five-Year-Old

To understand the developmental characteristics of a five-year-old, the teacher needs a
general understanding of the developmental characteristics of what comes before and
after the fifth year, as well as, an understanding of characteristics in specific
developmental areas.
4 1/2 years - the child tends to be a talker
5 years

- the child is a pleaser and wants to do everything right and

be good

5 1/2 years - the child begins to become brash and combative in some
behaviors as if at war with themselves and the world; one
minute its I love you, the next minute its you stink
6 years

the child is smoothing out; regrouping, leveling off but may

burst into tears and appear unsure

Specific developmental areas:

In the physical area; the child is:
# action oriented
# prefers gross motor activities
# developing fine motor skills
# displaying a short attention span for fine motor activities
In the intellectual functioning area, the child will:
# display a varying span of attention according to interest, maturity and
experience
# grasp new ideas best that have been experienced personally
# learn best when exploring, manipulating, interacting, and choosing
# be more interested with process than product
In the social area, the child is:
# capable of cooperative play and values friendships
# critical of others who do not follow rules
# rigid about following routine (as any substitute will tell you!)
Emotional characteristics of the child are:
# egocentricity
# an eagerness to please
# needing teacher approval
# vulnerability to adult expectations and demands

Materials Inventory
The Materials Inventory section is a suggested list of basic furniture, materials
and supplies for establishing a developmental kindergarten classroom. These items are
offered as the Basic Requirements for setting up a new classroom. In addition, each of
the Strategies sections contains a Recommended List of items that will supplement that
particular area or section. After the Basic Requirements have been met and as
additional monies become available, the Recommended List should be found in the
ideal kindergarten classroom.

Basic Requirements
Furniture:
# shelving units (2) on casters
# tables (8) as follows; rectangle (1) kidney (1) round (4) square/trapezoid (2)
# chairs (at least 30), lightweight
# reading loft (if space allows) or small child-sized couch/pillows
# book rack (1)
# big book holder/storage (1)
# woodworking bench
# cubbies (1) with cubbyholes for 25
# letter sorter unit (1) with compartments for 30 or more
# paint easel (1) with storage shelves
# pegboard room dividers (2)
# store front/stage unit (1)
# child-sized stove, fridge, sink unit (hardwood)
# child-sized table (1) and chairs (2)
# hinged shelving unit (1) for block storage
# sensory table

Equipment:
# hardwood unit blocks (1/2 school set)
# hollow blocks (basic set)
# networked computers for electronic education (3) with printer
# stand-alone computer with printer (1)
# listening center; headphones (4)/ cassette player
# CD player/cassette/recorder
# woodworking tools (basic set)
# globe

Materials:
# puzzles (6-20 piece) wooden/foam with rack
# toy cash register
# toy dishes/utensils (set for 4)
# basic plastic food set
# dolls (2)
# open-ended material sets (3) i.e. Duplos, Kiddie Links, Flexiblocks, etc.
# beads and strings (1 set)
# pegs and pegboards (1 set)
# self-help; dolls, frames or boxes (1)
# sewing cards (1 set)
# action play set (1) i.e. Playmobile, Fisher/Price etc.
# flannel/wipe-off/magnetic board
# felt cut-outs, magnetic letters/numbers (1 set each)
# board games (3) i.e. Lotto, Candyland. Chutes and Ladders, etc.
# rhythm instruments (1 class set)
# paint cups with lids, brushes (8)
# art carousel (1); tabletop lazy-susan type
# magnet set (1)
# magnifying glasses (4)
# class thermometer (1)
# domino set (1)
# classroom set; unifix cubes, pattern blocks, wooden inch cubes
# balance scale (1)
# hardwood vehicles (4)
# magnifier on stand (1)

Kindergarten Supply List

There are certain basic supplies that may be requested from each kindergarten
child to supplement the educational offering in the classroom.
Basic supplies might include:
$
$
$
$
$

2 - #2 lead pencils
1 - box of crayons
2 - 4 oz. bottles of white glue
1 set of water-base felt markers
Consumable items assigned to a portion of the class; like paper towels, napkins or
facial tissues

Other items may be included that are unique to a specific classroom and may not
exceed a predetermined cost.
It is important to mention that some items may become part of a community
supply. It may be necessary to explain that the kindergarten classroom is set up to foster
cooperative skills and interactive language.
Another recommendation for the supply list would be a reference to a backpack,
book bag or other appropriate alternative for kindergarten use.
The following is a sample kindergarten supply list:

SAMPLE KINDERGARTEN SUPPLY LIST

Attention Parents: This list represents the supplies your child needs for a good school year
beginning. However, these items may need to be replenished occasionally.

KINDERGARTEN SUPPLY LIST

Shopping for school supplies with your child
can be quality time and a positive family experience.
(Due to the developmental approach of kindergarten, school supplies may be pooled for use in learning centers.)

Required Items:
1. 2- #2 lead pencils.
2. Box of crayons, 16 or fewer (more colors than this do not contribute to the
kindergarten curriculum).
3. 2 - 4 oz. bottles white school glue (orange cap recommended).
4. Set of water-base felt markers.
5. Paper towels, napkins of facial tissue (to be assigned by teacher at home visit).
THE FOLLOWING ARE ITEMS WHICH MAY BE REQUIRED BY YOUR CHILDS
TEACHER AND ARE NOT TO EXCEED A TOTAL COST OF $3.00.
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
Note: Backpack, book bag or other appropriate alternative is recommended.

Building Principals Signature

Date

% For the Kindergarten Curriculum Food Unit, parents may contribute $5.00 per
semester or send ingredients.
% In addition to the Food Unit, some kindergarten teachers have daily snacks. You
may receive more information from your childs teacher regarding this.
% From time to time, you may be asked to make small donations to help your
school provide culturally enriching programs and field trips.
% S.O.S.: Sharing Of Supplies by purchasing extras and leaving them at the
Principals office will help children less fortunate.

Kindergarten Room Arrangement

Because the backbone of the kindergarten program centers around first-hand experiences,
the room and its contents must be arranged with a sense of order and purpose. With good
organization, the teacher can spend a maximum amount of time and energy interacting with
children and a minimum in housekeeping and disciplining. Important considerations
include;
& Each area is distinct and separated by dividers, shelves or tables.
& Posting area names, rules, and the maximum number of children allowed may be helpful.
& The teacher must be able to see everyone from any place in the room.
& All hooks, shelves, cubbies, and furniture need to be at a childs level and allow a hasslefree flow.
& There is an area of sufficient size for group meetings or large muscle activities so
children will not feel crowded.
& There needs to be a quiet place for an individual or small groups to work with an adult.
& The more noisy areas - blocks, workbench, and dramatic play - need space and
protection from traffic.
& There should be sufficient privacy and quiet for those activities needing it - painting,
listening, library, and writing center.
& The room should have a variety of materials available that are changed frequently. The
closet should be full; the shelves sparse.
& The manipulative materials and art supplies must be accessible and convenient to the
designated area.
& There needs to be a place to dry paintings and art projects.
& Unit blocks need to be stored on shelves; hollow blocks on the floor.
& A system for returning materials to the designated place must be developed - color codes
on objects and the shelf where the objects belong (games, manipulatives), outlines of the
objects on shelves (blocks, art materials, carpentry, cooking utensils and dishes), pictures
or drawings or drawings behind hooks on or in drawers (dramatic clothing).

The following are three examples of possible room arrangements:

Classroom Management
Young children need to be active and learn most effectively when they are in motion.
The kindergarten day should include at least 45 minutes during which the children are free to
choose activities and to move around the classroom as their interests dictate. Providing a
range of activities at varying levels of difficulty and projects with complex and simple
aspects enables each child to find those areas of interest that motivate free and active
participation in the learning process. The ideal learning situation is one, in which the
activities are so enjoyable that the learner considers them both work and play. Providing a
classroom rich in learning experiences will discourage wandering and disruptive behavior.
Choice is important but kindergartners feel more secure when they are able to make
choices within a structured daily schedule. The schedule may be seen as framing and
crisscrossing the day. Although they need to choose and practice socially acceptable ways
of communicating, they are overwhelmed by too much choice. The teacher should state
firmly what is not allowed, what is expected, and be consistent.
The teacher should solicit the childrens input in determining those rules, standards
and guidelines for the kindergarten classroom. This may be done in several ways. During
the first weeks of school the teacher may conduct a class meeting or discussion to brainstorm
possible general guidelines. Or the teacher may wish to develop the standards as they arise;
in the introduction of a new activity or after a problem area has been identified. Whatever
the method, the childrens ideas are important to consider and by allowing them to
contribute to the process, they are more likely to follow the guidelines and live up to the
standards they have helped establish.
The five-year-old is in the process of developing moral structure. Adults with whom
the child relates can contribute to this development in important ways. Modeling warm,
calm, respectful behavior is imperative. Some teachers find it helpful to circulate during free
choice time, supporting purposeful behavior, being sensitive to childrens signals, and
making positive contact as a child works. As children become more secure and familiar with
the classroom rules and begin to relate to one another in positive ways the teacher may be
able to focus energies to a specific center in order to help a small group with a project.
Learning to function in socially acceptable ways is a basic part of the kindergarten
curriculum and should not take a back seat to skills development. During free choice time
children are learning many democratic skills, building leadership and cooperative strategies,
and learning initiative and independence. Guidance will be necessary, usually in the form of
providing a safe, secure environment in which children can work through conflicts
themselves in an atmosphere of protection. Children need to interact with each other in a
noncoercive, nonauthoritarian atmosphere in order to decenter and become aware of
different points of view. They need experience dealing with other children without
excessive adult intervention.
Even though a teacher is working to provide a rich learning environment in which
children have opportunities to move about, make choices, and practice social skills, adult

constraint may become a necessary moment in the management of a situation. The question
of when and how to exercise authority will arise. The following suggestions may be helpful:
#

The teacher should foster a relationship of caring and mutual respect, in every
instance.

The teacher should avoid sanctioning the childs behavior if possible and instead,
help the child focus on the problem and allow the child to choose behavior that is
more appropriate.

The teacher should apply sanctions when necessary and use logical or natural
consequences, such as removing a child to a quiet, isolated area.

The teacher should strive to build empathy and ask the child to consider the effect
of their actions toward another.

If the problem continues to surface and becomes particularly frustrating or of

concern the teacher should ask for assistance and advice. There are master
teachers and specialists in every school environment and who may be willing to
conduct an informal observation in the classroom and their feedback may be
invaluable.

First Days of Kindergarten

As is true with adults, a childs attitude is affected by first impressions. Most
children look forward to coming to kindergarten and every effort should be made to make
the first days happy ones. First days should be planned with the childs enjoyment and
feeling of belonging in mind. The room should be bright and appealing. If possible, it
should be decorated with pictures made by the children and/or actual photos of the children
taken at a home visit. Children will feel more secure if some familiar material is used, such
as nursery rhymes, songs or finger plays. However, some new song, poem, or game should
be taught so the child can take something new home the first day. The activities and games
that are planned should be simple enough so children can easily participate.
Responsibilities for the teacher for the first days of kindergarten include organizing,
preparing and planning.
The teacher should organize:
storage areas for materials in the room.
the room arrangement to provide adequate room for interesting centers,
an easy traffic pattern, and an aesthetically pleasing environment.
The teacher should prepare:
name tags for each child.
labels with each childs name for cubbies or personal storage areas.
a system for identifying bus students, carpool arrangements, parent pick-ups, and
walkers.
some type of birthday recognition on display in the room.
containers for student supplies.
labels for shelves to facilitate clean-up.
a calendar activity board.
charts for helpers, work time, standards, and schedules.
centers and appropriate materials.
signal devices for classroom management; such as a puppet or a bell.
books for story time and some music tapes or CDs.
The teacher should plan:
the first few days in detail, including more activities than can be done by the
children each day.
scheduling options and to make special considerations for timing, transitions and
routines.
with the assumption that everything is new to the children and must be explained
or shown.
for the first week in general; including songs, types of activities, finger plays,
stories, experiences, centers and topics for discussion.
a rough outline of some of the areas of study to cover during the year, keeping in
mind that the best areas will be those of special interest to the particular group.

First Day Schedule

The first day of school is naturally an important and exciting event for the
kindergarten child. But what is often over-looked is the importance of this day for the
kindergarten parent, as well. The following is a sample checklist for parents to complete
with their child when they arrive together on that first day of kindergarten.
(See sample checklist)
While parents are busy with the checklist, the kindergarten teacher is free to greet
incoming parents and children. As the children finish the checklist, the teacher may gather
them in a large group area for a story. This will give latecomers a chance to finish and will
also signal to parents that school has begun and it is time for them to leave. It is best to
downplay tears and scenes of separation anxiety. (So just give mom a tissue and tell her
good-bye!)
The first priority for a new group of kindergartners is to learn the classroom routine.
An established routine provides a safe, comfortable and predictable environment for the
early learner. The teacher should strive to establish this routine, starting with the first day.
Wait to introduce the children to specialist classes like PE, music and library. Ask that
ancillary personnel wait until after at least the first week to do assessments, screenings and
health check-ups. These activities can be very disruptive and are performed much more
efficiently once a classroom routine is established and both the teacher and students are more
comfortable.
The schedule for the first day should loosely follow the pattern of a typical
kindergarten day and include; opening activities, small group work, free choice/center time,
recess and closing activities. By following this pattern, even in a very general way, the
teacher will provide a basic blueprint for the learning environment. The following is an
example of a breakdown, day by day, of the activities to be included in the first week.

Day One
~
~
~
~
~

Introduce calendar activities and the signal for attention to teacher

Introduce and model the care and use of items in the manipulative/game area
Small group activities with manipulatives
Tour of school facility, ending with recess
Closing activities; including story, songs and discussion

Day Two
~ Review calendar, manipulative area rules and signal bell
~ Introduce/model use of dramatic play and block center
~ Choice time; using manipulatives, dramatic play, blocks
~ Recess; introduce outdoor equipment rules
~ Closing activities; discussion of classroom standards/guidelines

Day Three
~ Calendar/review
~ Introduce/model use of art center, easels, reading loft/area
~ Choice time; with all the centers/activities introduced to date
~ Recess; introduce outdoor equipment rules
~ Closing activities; discussion of classroom standards/guidelines
Day Four
~ Calendar/review
~ Introduce/model use of library center, writing table, computers
~ Choice time; reviewing center limits
~ Recess; introduce some outside group games i.e. tetherball, hopscotch
~ Closing activities
Day Five
~
~
~
~
~

Calendar/opening activities
Introduce; any other centers or small group activities
Choice time; teacher circulates to monitor and evaluate activity
Recess
Closing activities

By Day Five, the majority of the classroom procedures, policies and routines have
been introduced. By introducing the kindergarten program in this staggered fashion, the
teacher is establishing a solid foundation upon which to build future learning. The investment
the teacher makes in introducing these routines and procedures in an appropriate, clear and
consistent manner will result in never-ending benefits throughout the entire school year.

Daily Kindergarten Schedule

The daily schedule serves as a framework around which each teacher plans the day.
However, all of the hours in the kindergarten day may not be the teachers to plan. If the use
of the gym or library or the services of a specialist are available, those times may be
scheduled according to a master school-wide schedule. There are, however, certain elements
of the schedule that should be part of every school day. They include: Opening/Closing
Activities, Small Group Activities, Centers/Free Choice Activities and Recess/Outside Play.
The following is a very general description of an annotated kindergarten daily schedule.
Opening Circle Time

Approximate Time: 30 minutes

Activities may include; attendance, calendar, songs, recognition of birthdays, flag

salute, sharing, introduction/discussion of new concepts, shared reading, developing
an agenda
Small Group Activity Time

20-30 minutes

Activities may include; math tub activities, journal writing, alphabet activities, round
robin language instruction, small group rotations for thematic activities
Centers/Free Choice Time

45 minutes

Activities may include; thematic center activities, independent computer work,

snack/cooking center activity, activities with parent volunteer, one-on-one time
with the teacher
Recess/Outside Time

10-15 minutes

Activities may include; free play on playground equipment, organized games with
sports gear, creative movement activities, group games, and physical development
activities
Closing Circle Time

30 minutes

Activities may include; storytelling, music/movement activities, writing daily news,

rhythm activities, sharing/discussing the days activities, show n tell, closure
activities
Schedules may include the same elements but in completely different arrangements.
Kindergarten teachers who are assigned two sessions per day have special considerations.
The morning and afternoon schedules should follow the same pattern and every effort should
be made to schedule specialists times at the same point in the sequence of the sessions. Due
to the length of the kindergarten day, scheduling two specialists times on the same day
should be avoided. Also, it is recommended that at least one day per week should be
provided that is without any specialists times or outside interruptions. This will allow an
opportunity for the kindergarten teacher to plan more comprehensive activities that develop
naturally for the children.

Environment
The Learning Context
Communicating about the Learning Context:

Kindergarten Registration
Mailing Information
Kindergarten Orientation
Kindergarten Booklet
Home Visits
Open House
Parent Night
Volunteers in Kindergarten
Parent/Teacher Conferences
Newsletters
Frequently Asked Questions/
Comments

Kindergarten Registration
Many schools offer an Open House or Kindergarten Registration day in the Spring
for prospective kindergartners. At this event, parents can formally register their child,
verify birth certificates and immunization records and briefly visit a kindergarten teacher
and classroom. For many families, this may be their first introduction to public education
and is an important opportunity to begin to establish those home/school connections. The
following is a list of types of information that may be included in the parent packet at the
time of registration.
Packet materials may include:

letter of welcome from the school principal - sample

booklet ABCs of Kindergarten - an assortment of any of the documents

in the black-line section with a cover sheet

kindergarten supply list - sample

preschool screening announcement - black-line

required immunization list for kindergarten - black-line

school district calendar - sample

letter explaining home visit policy and/or orientation meeting dates sample

SAMPLE WELCOME LETTER FROM PRINCIPAL

(Insert name) Elementary School

April 27, 2008

WELCOME TO (insert name) SCHOOL!

I extend a warm welcome to the Kindergarten class of (year). With
you as parent partners, I know that you will enjoy your childs first school
experience and it will be exciting and rewarding. Kindergarten adds a
wonderful, fresh element to our school environment. I know that you will
appreciate the care and attention your child will receive here from their
wonderful teacher.
The (insert name) School office is open during the week from 8:00
a.m. to 4:00 p.m. Please do not hesitate to call with any questions you may
have.
At this time we only have a morning Kindergarten session planned for
next school year. Only (insert name) area students will be accepted at this
time. If you live out of the area and wish to make a request to attend (insert
name) School, we will consider it after school closes on the first day of
school.
Your child teacher and I are looking forward to working together as
partners in the (insert name) School family. Please have a fun and safe
summer and we will see you in August!
Sincerely,
(Signature)
Principal

SAMPLE SUPPLY LIST

Attention Parents: This list represents the supplies your child needs for a good school year
beginning. However, these items may need to be replenished occasionally.
2007 - 2008 SCHOOL YEAR

BOISE PUBLIC SCHOOLS KINDERGARTEN SUPPLY LIST

"Shopping For School Supplies With Your Child
Can Be Quality Time and a Positive Family Experience."

(Due to the developmental approach of kindergarten, school supplies may be pooled for use in learning centers.)

Required Items:
1.

Package of pencils.

2.

Box of crayons.

3.

1 Bottle of white school glue (orange cap recommended).

4.

Set of water-base felt markers.

5.

Paper towels, napkins, or facial tissue (to be assigned by teacher.)

6.

2 Glue sticks.

THE FOLLOWING ARE ITEMS WHICH MAY BE REQUIRED BY YOUR CHILD'S TEACHER AND
ARE NOT TO EXCEED A TOTAL COST OF $3.00:
7.

Tissues A-L
_________________________________________________________

8.

Ziplock Baggies M-Z

______________________________________________________

9.

Stickers-seasonal
_________________________________________________________
Building Principal's Signature:
________________________________________ Date:_______________________

Note: Backpack, book bag, or other appropriate alternative for kindergarten is recommended.

For the Kindergarten Curriculum Food Unit, parents may contribute $5.00 per semester or send
ingredients.

In addition to the Food Unit, some kindergarten teachers have daily snacks. You may receive more
information from your child's teacher regarding this.

From time to time, you may be asked to make small donations to help your school
provide culturally enriching programs and field trips.

S.O.S.: Sharing Of Supplies by purchasing extras and leaving them at the Principal's
office will help children less fortunate.
This list will be reviewed during the 2007 - 2008 school year and input will be welcomed.

SAMPLE CALENDAR
Boise School District
Traditional & Optional 2007 - 2008 Calendar
August 7

Optional Calendar All Teachers on Duty

August 8

Optional Calendar First Day of School (Early Release)

August 20, 21, 22

August 23, 24

New Teachers on Duty

All Teachers on Duty

August 24

All District Staff Meeting (Taco Bell Arena)

August 24
August 27

Optional Calendar No School for Students

First Day of School (K-12 *Early Release)

September 3
September 14
October 4, 5
October 17, 18, 19
October 18, 19
November 2

Labor Day (Holiday)

District Inservice (No School K-12)
State Inservice Days (No School K-12)
Optional Calendar Kindergarten Parent/Teacher Conferences (No School K)
Optional Calendar Elementary Conferences (No School 1-6)
End of First Quarter (Elementary K-6 Early Release)

November 7, 8, 9

Kindergarten Parent/Teacher Conferences (No School K)

November 8, 9

Elementary Parent/Teacher Conferences (No School 1-6)

November 9
November 5- 23

Secondary Staff Development Activities (No School 7-12)

Optional Calendar Three Week Break

November 21
November 22, 23
December 21
Dec. 24 - Jan. 4 (incl)
January 16, 17, 18

K-12 *Early Release

Thanksgiving Vacation
K-12 *Early Release
Winter Break
Secondary End of Semester Testing (7-12 ***Early Release)

January 18

End of First Semester (K-12 *Early Release)

January 21

Martin Luther King Jr. Day (Holiday)

February 15

District Inservice (No School K-12

February 18

Presidents Day (Holiday)

March 7
March 21
March 24 - 28
March 24 - April 11
April 11
May 2
May 26
June 3, 4, 5
June 5
June 20

Building Professional Activities (K-12 *Early Release)

End of Third Quarter (Elementary K-6 Early Release)
Spring Break
Optional Calendar Three Week Break
1/2 Day Secondary Professional Staff Development (7-12 **Early Release)
Building Professional Development Activities (K-12 *Early Release)
Memorial Day (Holiday)
Secondary End of Semester Testing (7-12 ***Early Release)
Last Day of School (K-12 *Early Release)
Optional Calendar Last Day of School (Early Release)

SAMPLE HOME VISIT/ORIENTATION NOTICE

Kindergarten Parent Orientation

Adults Only

Tuesday, August 15th

School Cafeteria
7 p.m.

(We will sign up for home visits and make class

assignments at this short meeting.)

Mailing Information
Some kindergarten teachers mail information to all parents of newly enrolled
kindergarten students, before the home visit. This may simply be a personal letter from
the teacher or a whole packet of information. Instead of mailing this information it may
be passed out at Orientation or Home Visits.

Sample of Mailed Personal Letter

Dear ___________________
Its almost time for school to begin. The room is ready but very empty. It
needs you and the other children to make it lively and interesting. Jessi, the
mouse, and Goldie and Charlie, the fish have been at my house all summer.
They will be glad to see you, too. Some blocks are on the shelf, the paints
are mixed, the reading loft is tidy, the kitchen is set up in the dramatics area,
the puzzles and manipulatives are on the shelf, the sand table is aired, the play
dough is made. What will you choose to do? I have had a pleasant summer
doing the things I like to do best visiting with family and friends, reading,
sewing, working in the yard, traveling. I even rode on a jet once. I do look
forward to hearing about your Summer. We will make a graph of your
favorite activity.
I will see you soon.
Sincerely,

SAMPLE OF MAILED INFORMATION SHEET

Welcome to Kindergarten
::
TIME:
We will have (2) classes of kindergarten this year, each 2 hours long.
8:30 11:15 a.m. morning class
12:00 3:00 p.m. afternoon class
::
REGULAR ATTENDANCE:
To get the most benefit from the kindergarten program it is vital that your child
attend regularly. If you know they will be absent for several days please call
me at home.
COMMUNICABLE ILLNESSES:
Notify me should your child develop chicken pox, mumps, measles, pink eye, impetigo,
etc. Be sure to keep your child home if they have a bad cold or cough, has a fever or has
vomited during the night or morning.
::
BIRTHDAYS:
These are very special days to the children. We honor the child in a simple way in school.
::
CLOTHING:
Because your child is very active the clothing they wear should be simple and
comfortable. Children need to be able to move freely when they are crawling on the floor,
working with blocks, cars, fire engines. Kindergarten is not the place for best clothes.
Rather, think of kindergarten as being a place where knee patches are a way of life.
::
FIELD TRIPS:
In order to provide for the most effective teaching environment, planned field trips and
excursions outside the school area will be taken from time to time. Once in a while we
will go as a large group, thus you may receive a notice of a trip at a different time than
your childs regular class time. I hope this will not cause you any inconvenience because
these trips are important to the child.
::
COOKING:
We will try to provide a variety of cooking experiences throughout the year. From time
to time we will be asking you to donate ingredients for our projects.
::
NOTICES:
Please try to read all notices your child brings home from school. They will contain
information that you may wish to mark on your calendar.
I am looking forward to a great year. Please feel free to call me at home or as school
whenever you have any questions or concerns.

_________________________________________
Teacher

___________________________
Home Phone

Kindergarten Orientation
Many teachers have found that an Orientation before or just after Home Visits has
proven to be very valuable in helping families become familiar with the school building,
school procedures, rules, the kindergarten program, and to help the child feel more secure
by having parents in the room during that first contact.
The following is one idea for conducting an orientation prior to the start of
school. The plan described is for one hour in length with both children and parents in
attendance.
Parents can do these activities while the teacher is working with the children;
introduce themselves to each other
read general hand-out
sign volunteer list
complete home visit schedule
With the children, the teacher may;
make name tags
play in centers around the room
gather in a circle for; introductions, a short game , a music activity &
a story
hand out refreshments
take a recess or tour of the building, bathroom and playground (the
refreshments and tour can be done by an aide, sixth grade students, or
ancillary personnel)
While the children are on the tour or recess, the parents and the teacher may;
go over information handouts
discuss any other pertinent housekeeping items
answer questions
The following is a sample letter of an invitation to an Orientation meeting.

Kindergarten Booklet
At Orientation, the teacher may choose to introduce a Kindergarten Booklet. This
booklet may contain information specific to the school and/or the kindergarten classroom
and teacher. Some of the information contained in the booklet might be:

schedule, including changes like early release days

reference to the importance of good attendance
clothing recommendations
birthday celebration policies
field trip procedures
share and snack programs
the role of volunteers in the classroom
a brief outline of the kindergarten daily schedule
supply list explanation
brief description of the classroom discipline policy
note to parents on reviewing and commenting on child artwork
name, address, and school phone number
classroom number and/or location

(See copy in black-line masters)

SAMPLE INVITATION TO ORIENTATION

Dear________________
Welcome to _____________________Kindergarten. I know this will be a fun and
interesting year.
Our opening days will be different than those of the first through sixth grades. We would
like you to come to an orientation just for kindergarten.
The schedule will be as follows:
August ________

8:30 9:30
10:00 11:00

Orientation hour small group children/parents

Repeat

August ________

8:30 - 9:30 Orientation hour small group children/parents

10:00 11:00 Repeat

August ___ to ___

Home Visits

August _________

First Day of Kindergarten

You and your parents are invited to come on ___________________at _______

for orientation.
You are in the ______________session of kindergarten.
Parents need to come for just the orientation where we will talk about the nuts and
bolts of kindergarten; including supplies and home visit schedule. If the appointed times are
inconvenient, feel free to call me at home.
Sincerely,

Home Visits
For five-year olds who may never have been away from home before, the plunge
into an institutional setting is frightening -- even more traumatic for some. The transition
can be more comfortable for the child if the child can meet the teacher at home, where
the child has the security of family and familiar surroundings.
THE PRIMARY PURPOSE FOR A HOME VISIT BEFORE
SCHOOL STARTS IS FOR THE CHILD.
School and teachers are something the child has heard about, but does not know
or understand. Through the home visit the teacher will become a real, warm person
whom the child wants to know, like, and have as a friend. Consequently, that first day of
school will be something to look forward to with a sense of curiosity and yet a feeling of
security.
Home visits also provide a basis for a good parent-teacher relationship. Again the
teacher is discovered to be a person and not just a name associated with an institution.
This is an opportunity to establish a rapport with the parents, which will be the
foundation for a good feeling about their childs school experience.
Another significant benefit of the home visit is the opportunity for informal
assessment. This gives the teacher an opportunity to work individually with each child in
a relaxed, comfortable atmosphere. This time should not be perceived as an opportunity
to test the child. However, the information gained from this meeting may enable the
teacher to provide a more meaningful program that meets the needs of each student.
The examples and suggestions here are just some of the things a kindergarten
teacher might do or take on a home visit conducted prior to the first day of school.
Ideas for the child might include:
taking a name tag to make with the child
asking the child to share a favorite toy and/or pet
taking a camera to take the childs picture to be displayed in the room or
added to a special writing project
sharing a photo album of kindergarten activities
These items could be used to conduct some informal assessments:
wooden puzzles, shapes and small blocks
a lacing shoe
colored markers for drawing
unifix cubes
drawing paper and pencil
a popular storybook
a poster of environmental print
scissors and paper circle

The following information may be distributed to parents at this time:

a copy of the Kindergarten Booklet (see description in orientation section)
bus information
first day of school schedule
school calendar
The teacher may use the home visit as an opportunity to gather information. The
information collected might include:
a signed permission slip for field trips
a sign-up calendar for classroom volunteers
a list of people willing to serve as room parents
a survey form to gather health history, strengths/weaknesses, personal
information,
parental goals, etc. (see forms in black-line masters)

Open House
After a month or so of school, when more specific questions begin to evolve, a
talk session with parents, during an evening, can be a constructive time together. This
could take the form of a school-wide open house.

Parent Night
The teacher may schedule a kindergarten parent night separate from an open
house. Different from the traditional back-to-school night that is usually scheduled for an
entire school, the parent night would be specifically designed to inform parents about
kindergarten.
Some ideas to include in a kindergarten parent night might be:

personal background about the teacher

explanation of the definition of a developmental kindergarten
discussion of the goals and curriculum for the class
an instructional activity which illustrates a specific teaching strategy
an activity sheet for parents to complete which involves them in various activity
centers in the classroom (see sample)
a visual demonstration of the students at work in the classroom through photographs,
video or digital presentations
a sign-up sheet for volunteers

The parent would be an active participant in the nights agenda, role-playing the
part of a student in the classroom. Parents could ask questions concerning class schedule
and curriculum, but would be encouraged to avoid trying to confer with the teacher about
individual student progress.

SAMPLE OF ACTIVITY SHEET FOR PARENT NIGHT

ACTIVITY SHEET FOR PARENTS

Tonight you will be observing and participating in some of the activities your child does in our
classroom. This will be a unique opportunity for you to learn how children learn. You will be
challenged and, I hope, enthused about this educational year for your child. Enjoy this experience
as you relive your early school experiences.
The following activities can be done in any order. Do not waste time; try to finish by ______.
If you need help, please be sure and ask the teacher!

Find your childs name card on the teachers desk and place it in the Glad Youre Here
chart on the door.
Paint a picture on the easel or make something from clay at the clay table.
What is the title of the story in the listening center under the reading loft:
_______________________________________________________________
Find your childs birthday cake (under the clock). Which month has the most birthdays?
________________ Which month has the least birthdays?__________________
Take a look in the Kinder Store center. Answer and do the following:
How many sections does the store have?_____________(frozen food, produce,
non- food, etc).
What is your favorite food in the produce section?_________________________________
What is the unbelievable price of eggs at the Kinder Store._______________________
Go out in the hall to the Numeral Boxes. Try at least two approaches to writing a numeral.
Write down the title of one of the books found in the reading loft that interests you.
_______________________________________________________________________
Count the number of cylinder blocks in the block center._________________________
Introduce yourself to at least one person you do not know.
Find a jack-o-lantern or a spooky tree in the hall that your child painted.
Describe one of the activities on the small manipulative game shelves that looks like fun to
you (shelves near the teachers desk).
Make a pattern with two different types of materials from the math tubs (math tubs are on the
tables in the hall).
Choose one Workjob in the hall and place six of the counters on a game board.
Find a Workbox in the hall. Open the lid and follow the directions written there.
Good work!

Volunteers in Kindergarten
Working with parents, as volunteers in the kindergarten classroom can be a
rewarding experience, as well as a demanding one. If used effectively parents can be a
wealth of resources. But planning to make use of these resources demands special
organization and extra preparation time. Providing worthwhile experiences involves a
mutual obligation between the volunteer and the teacher. The teacher is responsible for
explaining expectations and duties. In turn, the parents need to realize the importance of
their role in the classroom. They must be willing to make a definite commitment of time
and energy.
The ways in which parents can be utilized as volunteers in the classroom are
applicable to a variety of situations. The following lists give examples of ways
volunteers can be used in the kindergarten classroom. They are grouped in two ways
either as specialists or as aides in the classroom. They are grouped in two ways either as
specialists or as aides in the classroom. The volunteer specialist may not be available to
help on a regular basis but still represents a valuable resource as an expert in a
particular field. The volunteer aide is directly involved with individual students or small
groups on a regular basis and can lighten the burden of individualization for the
kindergarten teacher.
Involvement Ideas for the Volunteer Specialist:
Art

folk art and art forms of different cultures

crafts
calligraphy

Careers

sharing job experiences

experiencing the use of special tools and equipment

Cultures

cooking from different cultures

clothing and fashions of different cultures
geography
traditions and holidays of various cultures
travel experiences

Mathematics measurement skills

construction and building
Science

experiments and activities

animals

P.E.

contemporary dance
fitness, aerobics, or special sports
plays
puppetry

Drama

childrens workshops, mime

Music

Language
Arts

music of different cultures

musical instruments
storytelling
poetry
journalism

Involvement Ideas for the Volunteer Aid:










Language experience dictation and follow-up language experience activities

Supervising Learning games and manipulatives
Managing learning centers
Planning and preparing special classroom programs or projects
Reading to students
Making or mending learning materials used by students
Making teaching aids
Coordinating cooking experiences or a snack program

GUIDELINES FOR VOLUNTEERS:

1. The safety and physical welfare of the children come first.
2. Each child is an individual, and should be treated in terms of their unique needs.
3. Every child needs warmth and affection.
4. Give the child the minimum of help in order for the child to have the maximum
chance to grow in independence. Disregard the size of the child. Remember that
they are all kindergarten age.
5. The adult should have the childs attention before speaking and should make the
request or direction as simple as possible. The adult should be close to the child when
speaking, rather than across the room or playground.
6. Use only words and tone of voice that will help the child feel confident and reassured
not guilty or afraid or ashamed.
7. Suggestions should be positive rather than negative. For example: We do it this
way, rather than Dont do it that way.
8. The child is given a choice only when there is real freedom to make it. Some
activities are free choices and some are expected to be done by each child. Check
with the teacher about the activity you are supervising.
9. Be firm and consistent when necessary.
10. Health and safety are of major importance, but try to avoid showing fear. Be calm,
matter of fact and comforting in a situation which involves danger. See dangerous

situations before they occur and prevent them. Help children figure out safe ways to
play.
11. Do for the children only those things they cannot do for themselves. Putting coats
away, dressing, putting finished artwork away, helping clean tables, etc., can be the
childrens responsibility.
12. Interfere in disputes between children only when they seem to be unable to resolve
their difficulty themselves in a manner satisfactory to both parties. Avoid jumping
right in to settle an argument.
13. Children are sometimes slow in making up their minds so do not try to rush them into
things. The timing of a suggestion may be as important as the suggestion itself. Alert
them in advance for a change in activity. Remember, their time machine is much
slower than ours, and they need time to watch or to shift from one activity to another.
14. The art of simple choices of positive statements, such as Where are your brakes,
Fred? or of face-saving moments, such as Did you forget the rule today? can go a
long way in helping children in their social development.
15. Avoid motivating a child by making comparisons between one child and another or
encouraging competition.
16. When limits are necessary, they should be clearly defined and consistently
maintained. The adult in charge can foresee and forestall troubles.
17. Avoid making models when children are using art media or engaging in rhythmic
movements. Encourage them by asking questions about the situation or subject, but
do allow them to discover for themselves. Do not ask, What are you making?
Instead, occasionally ask, Do you want to tell me something about it? If asked by a
child to Draw me a _________, discuss how it might look, shape and size. Let the
suggestion come from the child, with a few questions on your part, e.g., Is it round
or square? If possible take the child to look at real examples.
18. Be pleasant and cheerful in your work. Above all, keep your sense of humor. The
children need it. We all need it. Laugh with the children, not at them.

Conferences
Conferences, the forerunner of all parent/teacher communication, can be defined
as the focused discussion between teacher and parent. Parent conferences will assure
parents that their childs ultimate success in school is the teachers strong concern, and it
is dependent upon the childs experiences. Information relative to the school situation is
shared with the aim of helping the child integrate the school experience to maximum
potential.
Overview of Conference Planning:
Many schools choose to set up conferences school-wide. The teacher should set
up the remaining appointment and follow with notification of the scheduled time to
parents. The teacher should indicate that all parents are being invited, not just those who
have problems and inform parents how long the conference will last. It is advisable to
schedule an easy conference first, if possible.
The following are some factors to consider in preparing for the conference:
 Save samples of the students work during the period preceding the conference. The
materials should be from all phases of schoolwork including art, writing, assessments,
etc.
 Fill out the conference information sheet for each student well in advance. Decide
the strong points and weak points you wish to discuss so that you will be sure items
are covered during the conference. Reports given to parents should be neatly and
correctly written.
 In cases where the service of a specialist has been used, include that person in the
conference or have a report to be used during the conference.
 If the teacher desires that the parent help at home in overcoming some specific
educational deficiencies on the part of the child, special directions should be prepared
in advance for the parent to follow.
 It is advisable to carefully screen ideas and items you wish to cover in each
conference and keep them to a minimum. To attempt to cover too much will tend to
decrease the value of the interview. It takes considerable thought to determine what
is most essential, due consideration being given to the time element involved.
 An over-prepared conference is always more successful than those with inadequate
preparation.
 Classrooms and conference areas should be decorated with childrens work and
displays. Parents first impressions about the room environment may directly
influence their conference behavior.

 The day of conferences, arrange for early-arriving parents to sit outside the
classroom, and possibly have a table with reading materials to look at including
student journals and class books.
 The teacher may want to prepare some information to be sent home for the parent to
read prior to coming to school for the conference.
The Conference:
The physical arrangement during a conference is important. The teacher should
sit next to the parents and not let a desk or table be a barrier. The teacher can begin the
conversation with some simple questions to allow the parents a chance to start the
conference with their ideas, first. Some appropriate questions might be:
What does_________________say about school?
Does __________________ like school?
Do you sense any problems?
Is there something that concerns you about __________________that I should be
aware of?
Factors to Consider during The Conference:
1.

The teachers appearance and attitude are of primary importance. Many parents
see the teacher very little except at the time of the conference. A well poised,
well-groomed individual is in a favorable position. The impression the parents
carry away may have lasting influence.

2.

The teachers greeting should be friendly and relaxed. If hurried or tense, the
parent will know it. It is difficult to discuss a problem with someone who looks
as if they wished you were not there, or would soon leave. Always begin and end
the conference with a positive statement about the child.

3.

Listen and then listen some more. The teacher did not invite the parents in to
deliver a lecture, but to get, as well as to give, help. Encourage the parents to talk,
and then listen to what they have to say.

4.

No conference can be a success unless there is a two-way flow of information.

The whole concept of conference reporting is based on the assumption that parent
and teacher know aspects of the childs growth and development that, when
shared, will result in better education for the student.

5.

Remember that parents are warm, human, and do care for their children. If you
are anxious, feel threatened or are defensive, the natural human interactive
relationship will be lost.

6.

Be accepting. That is, accept anything the parents tell you without showing
surprise or disapproval. If the teacher cannot do this, they will not get an honest
picture of the parents attitudes and feelings.

7.

If parents insist on revealing intimate family relationships that you do not care to
hear, make every effort to get the conversation back on the subject of the students
education. However, if parents insist on continuing, about all you can do is to
remain noncommittal.

8.

Do not get ahead of the parents thinking. In other words, the teacher should not
try to push thoughts onto parents before they are ready to see it through a process
of discussion and mutual thinking.

9.

Find out how parents are thinking and feeling about the child. This is important,
because the teacher cannot understand the childs behavior until the parents
attitude is understood.

10.

Most parents cannot be objective about their own children. Therefore, do not
criticize either directly or indirectly. Criticism is fatal to the building of a
cooperative relationship.

11.

It is better not to assume that a parent wants help or advice. Such an assumption
usually brings resistance, because it implies a form of criticism.

12.

If parents are worried about the childs behavior, follow through. Find out why
they are worried. The teacher should not assume to know why. The teacher and
the parents may not feel the same way about the child.

13.

If parents give reasons for a childs behavior, accept the reasons and lead the
discussion on to the consideration of other possible causes. Behavior is the result
of many causative factors, not of one.

14.

If parents suggest a plan of action, accept it if at all possible. It is better for

parents to try it than for the teacher to force a plan or action. One of the goals in
parent counseling is to try to get parents to take the initiative. If the parents plan
fails, it is always possible to suggest others that may strike nearer to the root of
the difficulty.

15.

If the parents cannot suggest reasons for a childs behavior, or plans of action to
deal with it, the teacher might suggest alternatives for joint consideration. This
might be a possibility What do you think? You know all the facts of the
situation better than I do or We might try this and see what happens. It may
take us awhile to find the source of the difficulty. Such an approach makes the
parents participators in the final decision for tentative plans and leads to
discussion that helps parents to accept the plan as their own.

16.

The teacher should be ready to recognize problems beyond the scope of a

teachers competence. Parents with complex emotional problems should be
referred to the consulting psychologist or guidance specialist on the staff.

17.

Avoid giving direct advice when parents give a statement of a problem and then
lean back, and say, Tell me what to do. Let any advice or suggestions grow out

of mutual discussion and a growing insight on the part of parents into the reasons
for the behavior.
Follow-up for Parent Conference
An essential, but often over looked, part of parent teacher conference is the
follow-up.
If it is not feasible for a teacher to take notes during a conference, then some
record of the proceedings should be developed immediately afterward. Such a record
might include the names of conference participants, relevant information communicated,
information gained or modified as a result of the conference, and outcomes or follow-up
activities and responsibilities assigned.
During the conference the teacher may have asked the parent to address a note to
the student which was left in the students cubby to be read the following school day.
The note may mention something new the parent learned about the child or just give
some type of positive feedback.
The teacher may wish to make follow-up phone calls or send notes thanking
parents for the progress the child has shown following the conference.
The teacher should establish a timeline for any additional tasks resulting from the
conference such as testing, communicating with resource personnel, securing special
materials, or planning special instructional sequences.

Newsletters
A newsletter is an excellent opportunity to inform and enlighten parents about
specific activities, learning, and growth taking place in the classroom. The following are
sample newsletters. Teachers may choose to send these letters weekly or month. Either
way, newsletters have proven to be very beneficial in communication between school and
home.

SAMPLE of NEWSLETTER - #1
Dear Parents,
January was certainly a busy month for kindergarten, once we got over the excitement of
Christmas (whew)!
We started off the month with a unit on Our Families. We found out how many people there are
in our families, how many brothers and sisters we have, and the many things that the children like to do
with their families. We made family portraits and special stories about things that we like to do with our
families. We talked about homes, our addresses, and made a class graph chart on our addresses to find out
which street has the most kindergarten children.McMullen has the most (a.m.) with five children and
LaHontan has the most (p.m.) with seven children! The children drew pictures of their homes, copied the
house number on it and we then placed it on a large neighborhood map. Next we will be trying to learn our
telephone numbers. Each child will have a telephone with their number on it, it will be placed above their
house on a telephone pole and once they learn their number, we will connect the wire from the pole to the
house.

As you can see, we have quite a bit of work to do before our caterpillar is complete but we have finished
our work with the initial consonant sounds Bb and Tt. We met Benji Bumble Bee and Timothy Turtle and
we found some very interesting pictures that being with these sounds.
A Special finger-painting project, using shaving cream, provided a great deal of excitement and smooth
faces in our room. So many of the children enjoyed swishing it around on the table and clapping their
hands to watch it fly all over. Of course, we had some children getting ready to shave and they had the
cream covering their entire faces. Some children experienced tasting the shaving cream and they decided
that it didnt taste very good (yech)!
Coming events in our kindergarten include a unit on Fire Safety with (yes) a field trip to the fire
department. Of course, this is the month for Valentines Day and we will be spending some time on some
special projects and will have a Valentines Party!
OPEN HOUSE was a great success and we would like to thank all of you for your participation. The
children worked very hard in preparation and they were very excited to think that their parents were going
to get a chance to come to kindergarten.

SAMPLE OF NEWSLETTER - # 2
Dear Parents,
In the first few months of kindergarten we watched your children change in many ways. The most remarkable
transformations have occurred in the area of social competence within the group. Many new friendships have
begun and old ones have become strengthened. As each child begins to direct (name) school activities so can each
child become a director and supporter of the group; all the time recognizing the individual importance of each
kindergarten member. Each future newsletter will bring with it some hopefully helpful parenting information that
will go along with the newsletter and learning center spotlight! When my own daughter expresses, one restless and
fitful night, that she kind of believed in count Dracula I decide to do some review on childrens emotions and what
I found helped both of us get through the crisis, so I hope the information will be of interest to you. This is
accompanied by an article on childrens emotions.
And now for the news!
Reading:
The wallpaper books that are coming home with your authors are part of an important beginning for
discovering what reading is all about. Not only do the children gain knowledge of the sequencing of events of a
story but also discover important concepts such as book cover, title, page number, and story and illustration
correlation. Authorship is a sophisticated process for five-year-olds and some inconsistencies in time, place, or
sequence of events and continuation of a single story line may occur at first.
The authors are extremely proud and interested in their own books, so read along with them and
place their book along side others on the reading shelf. Sylvia Ashton Warner, author of Teacher and founder of a
reading approach called Organic Reading states:
First books must be made of the stuff of the child, whatever and wherever the child. I reach my
hand into the mind of a child and bring out a handful of the stuff I find there, and use that as our first working
material.
Math:
The pattern unit has proven very successful, thanks to parents who cut shapes at home for us. We
experimented with dot patterns in the feather hats, shape patterns in the tepees; snap, clap, auditory patterns,
and will be doing some bead patterning soon. The concepts involved have proven difficult for some children and we
will continue to incorporate them into future math jobs. Our main focus in math now will be in classifying. They will
begin on their fourth and fifth sets of workjobs on Monday, December 3.
Science:
We have begun our study of food and nutrition. (The holidays seem to be a popular time for everyone
to concentrate on EATING!) The children have an area where they can prepare their own meal from paper
cupboards containing pictures of food from the four food groups. We hope to have a tasting center soon where a
blindfold will make them rely only on these taste buds for discrimination of tastes!
ABC Snacks:
A week turned out great! We made applesauce, Matt K. brought cinnamon, applesauce, Cathy
G. brought animal crackers, and Kathy M. brought apricot snacks. We will be starting on other letters of the
alphabet for December so please check the calendar for your letter. Please send ingredients if it would be simple
enough for us to put together. Or better yet come yourself and prepare it with the children. One mother last
year made enchiladas for E day, so do not hesitate- we will try anything!
TAKE APART CENTER!
We will be adding a new center to our kindergarten after Christmas and we will be needing some old
worn-out appliances, like toasters, and irons and any other mechanical things that we can take apart and discover
how they might work! (Radios, irons, music boxes, hair dryers, mixers, typewriters, old toys, vacuum cleaners,
sewing machinesand anything else you can think of!) Who knows, we might even be able to fix an old lawnmower
you thought was ready for the dump!
Some more junk that we need and you dont!
Sandpaper
Beads
Seeds
Buttons
Magnets
Old keys
Stickers (the kind you get in the mail)
Old mirrors

Telephone wire
Rings
Bread wrapper closures (different sizes
and shapes)

Some teachers find it useful to include one area each month, to talk about in
detail, to explain the goals and the skills involved, and to help the parents see more
clearly the learning that takes place there. Each month one of the following could get the
spotlight: cooking, math, writing, reading, blocks, art, dramatic play, etc. The following
is a sample of just such a letter.

SAMPLE OF NEWSLETTER - #3

December is just around the corner. The Indian tepee will be replaced (somewhat reluctantly) by Santas Workshop, where our busy
little elves can keep busy.
Our Indian experience has given us a chance to do some dying with natural dyes, weaving, picture story writing, hear some legends
and stories about Indian children, play some Indian games, and mainly do some thinking about how we could live without some of the
things we take for granted. The play in the Indian tepee gives a chance to play out the role of someone in a slightly different
cultural setting. Changing from house to tepee demanded a discussion of what we could leave and what we needed to remove or
replace. To get an idea of where their thinking is, I asked if we should leave the telephone. They agreed, No, long ago Indians didnt
have phones, but when asked how they did get a message to someone at a distance, they said get on a horse and ride, yell loud,
smoke signals, and drive your car to where there was a phone and use a walkie talkie. We forget, sometimes, how limited some
of their understanding and experience is.
This is a chance for the children to get the feeling of what another people, with different traditions and different needs or resources,
were like. We try to stress that this is long ago lifethat Native Americans now live like you or me. This gave us a chance to think
about how and where we would get water and food, how we would live, what we would wear, how we would make the necessities for
our lives. In a world of supermarkets and cards and television, it stretches the mind and the imagination to think about such things. I
hope we can appreciate the great contributions the Native Americans made to our early settlers. By being Native Americans and by
being Pilgrims and eating some of the food that the Native Americans introduced to the Pilgrims, we hope there will be an
appreciation of the differences and richness in any culture and a better understanding of another way of life.

Frequently Asked Questions/Comments:

Politicians:
How should kindergarten teachers be held accountable for teaching state
performance standards?
Through the evaluation process at a building level, kindergarten teachers should be able
to articulate to an administrator how their specific teaching strategies address the
performance standards in the five content areas. They also should be able to demonstrate
their use of well-developed assessment strategies for individual classroom use.
What justification can you give for making kindergarten mandatory in the state?
First of all, Idaho is just about the only state in the union that does not offer mandatory
kindergarten! We started offering public kindergarten in Idaho in the 1970s. More that
twenty-five plus years is enough time to consider taking the next logical step
mandatory kindergarten.
Do you think the State of Idaho should consider full-day kindergarten?
Most definitely! The trend towards full-day kindergarten is growing nation wide.
Changes in family economics now dictate two working parents and the days of a stay at
home parent greeting a half-day kindergartner are almost gone. The reality for most kids
is that they leave school to spend the rest of their day in childcare. From a teaching
perspective, the kindergarten curriculum is growing every year with more performance
standards and assessments and yet the kindergarten day has not gotten any longer.
Professors:
Teaching math with physical materials is too elementary. Why arent we preparing
kindergarten teachers in the rigor of abstract mathematics?
The teaching of mathematics strictly on an abstract basis is contradictory to the
knowledge we have about how children learn. Piaget a renowned researcher in the area
of human development has shown that concepts develop for the young child from the
concrete, to the symbolic, and finally, to the abstract level. To rob children of the
opportunity to develop mathematical concepts in this manner, will only create math
problems for them in the future. As the foundation for mathematics is built upon
concepts that are developed concretely, with hands-on experiences, children have an
opportunity to practice skills and gain a solid understanding and mastery before going on
to a more complex, abstract way of thinking.

We offer prospective kindergarten teachers training in the use of whole language.

Doesnt this prepare them for the language arts program taught in the public
schools?
Teacher training in whole language is valuable, but training in phonics and phonological
awareness is helpful. School systems have chosen different ways to address language
arts curriculum. Some use a pure whole language approach and others use a pure phonics
approach. Still others use a combination of both. As a result, the more training and
information teachers have a about both whole language and phonics, the more prepared
they will be for the school district in which they teach.
Parents:
I want my child to learn to read. Will you be teaching reading in kindergarten?
As more research is done on teaching reading we see that much has to happen before a
child learns to look at letters and then says the word that the letters stand for. Actually
you as a parent started to teach your child to read from the moment you both started
interacting verbally. A child needs to experiment with language before print. Hearing
sounds and differences in them is just a beginning for some very complicated skills like
rhyming or changing sounds to create new words. A child needs a wide background of
knowledge to give print meaning. You have begun the process of teaching reading.
When I was in school, I learned the three Rs, why isnt this good enough for my
child?
It is! As we learn more about how young children learn we discover ways to teach the
basic things that children need to learn. Children learn best when surrounded by the
subject in all different kinds of ways. If a child loves blocks and can learn to count while
building blocks isnt that wonderful? What if that same child can learn how to get along
with others while in blocks? Wouldnt that be helpful when as a grown up a job needs
cooperation with others? What if that child learns how to write in blocks because a sign
is needed for roads? What if that child discovers many things while learning how to
count in blocks?
How do I know if my child is ready for kindergarten?
Quite frankly, your child can come to kindergarten just based on the date of birth. This is
a public school and that is one of the wonderful things about our educational philosophy
in this country.
Yes, realistically some children adjust more easily to school; some are more mature and
more capable than others at the same age. It does seem a kind thing for a caring parent to
wish to give a youngish child the gift of time and delay kindergarten placement. It may
be helpful for a teacher to provide a list of things that helps a child be more successful in

kindergarten. However, it may be more helpful for a parent to talk to a trusted adult
familiar with the child in a preschool type environment. A teacher cannot accurately
make a judgement on a child until having worked together for some time. This would not
be an easy decision for a parent to make and it would be best if the whole family agreed
on and felt good about such a decision.
I heard that your district does not teach phonics. Why not?
Phonics is a name given to specific reading skills usually taught at a much higher level
than kindergarten. The way to teach language-related skills at kindergarten age has been
carefully studied and is being taught in an age appropriate manner. No matter what it is
called, letter sound associations will be taught when it is needed. Many teaching
techniques will help your child develop an understanding of what language is and how it
is written.
Why isnt my child bringing home any schoolwork?
Paper pencil activities are not always the best way to learn at this age. Your child is
doing a lot of serious schoolwork that can not come home. Probably the best way for you
to see what is actually happening is to be a volunteer in the classroom and watch.
Teachers know that that is not always possible and remind you that the best thing you can
do at home is continuing reading and discussing what is read occasionally.
Your child works very hard at school, however, if it seems like a game the teacher is
delighted and the child is delighted. None of that very important learning has been done
on paper and can not come home to you. As your child learns and grows this year you
will notice big changes.
Principals:
Theres no money in the budget for materials, but would you like that workbook
series?
Workbooks do not reach kindergarten children in the ways they learn best. Kindergarten
children learn best if they are offered opportunities to play, explore the world around
them and participate in hands-on activities. They also need opportunities to make
choices, communicate and socialize with peers. Five and six year olds must have their
bodies and minds actively engaged. This type of learning through play covers a wide
range of development and curricular goals and meets the needs of all students in my
classroom. Kindergarten children play with words, manipulatives, and props, sand, water
and each other. It is difficult to play with a workbook.
Workbooks do not actively engage the mind and body of a kindergarten child. They tend
to isolate specific skills with only one correct answer, therefore they do not encourage
growth at different developmental levels. Workbooks also isolate learners in a setting

that does not encourage communication among students. Workbooks do not foster
creativity in my classroom.
Thank you for the offer to buy a workbook series. How much do you think a workbook
series would cost? I am sure I could supply a center with appropriate materials for close
to the same amount of money.
How are these cooking activities significant to the curriculum?
Cooking has a great impact on student learning! Our cooking curriculum is set up so that
while students are cooking, they are integrating many different curricular areas. They are
developing math skills as they count, weigh and measure ingredients, literacy skills as
they read recipes, health skills as they learn about nutritious snacks, science skills as they
use their five senses, and social studies skills as they cook foods from different cultures.
Fine motor control is also developed as my students measure, chop and stir. Large
muscle groups are also involved as they knead and mix!
Cooking also helps young children develop many social/emotional skills. The children in
our classrooms are learning to work together in a shared effort. They are building
confidence and a strong self-esteem as they cook things that are good to eat. Parents are
proud of the independence their children show at home when they are able to create a
healthy snack for family members. We also teach our students polite table manners as
they eat the snack they have prepared.
Please come to my classroom on Friday at 9:30 and watch my students work together to
make a fruit salad. If you can not make it, I will be sure to save you a sample!
Your classroom is very active, when do you plan for teacher-directed instruction?
Thank you! Yes, I agree that my classroom is very active. Kindergarten children learn
best if they are offered opportunities to play, explore the world around them and
participate in hand-on activities. They also need opportunities to make their own
choices, communicate and socialize with peers. Five and six year olds must have their
bodies and minds actively engaged. This type of learning through play covers a wide
range of developmental goals across the curriculum, and meets the needs of all the
students in my classroom. Kindergarten children play with words, stories, manipulatives,
props, sand, water and each other.
Teacher-directed instruction certainly has a place in my classroom. Teacher-directed
instruction does not always take place in whole groups. I organize teacher-directed
activities in small groups and in one-on-one situations. Each week we have Circle Time,
shared reading, interactive writing, science and math activities, as well as small group
activities during centers and journal writing. Students observe teacher-directed lessons,
and then they have the opportunity to participate actively in the lesson. The activity you
are witnessing in my classroom now is my students practicing the teacher-directed

activities. It is through this practice that they will gain independence and mastery of
goals.
Could you come back this morning at 10:30? We will be having a short teacher-directed
math activity on creating patterns.
Publishers:
Would you like to know how your children compare to those in the rest of the nation?
Our test can provide that data.
In kindergarten each child is looked at as an individual and their achievement is only
compared to their own personal development. Therefore, a test to see where they
compare to others is not applicable as it is not as important as comparing past
performance in each individual.
Wouldnt it be nice to have a description of where the child should be at the end of the
year?
Each child enters kindergarten with its own unique experiences and abilities. Throughout
the year the goal of the teacher is to enhance each childs experiences and abilities, but
there is not expectation that every child will be in the same place due to their original
wide-range of abilities. Therefore a description would have to be unique to each child.
Can you see the benefits of these colorful workbook pictures over the actual objects?
Young children learn through direct exploration of objects and the manipulation of real
materials. Therefore a workbook with only pictures of objects would be meaningless, a
waste of time and no matter how attractive, the kindergarten child will always show a
preference for real objects.

TEACHER RESOURCES

Teacher Resources
The following references for the kindergarten classroom are organized
alphabetically by subject matter. Also included is a separate list of general professional
resources that are not tied to specific curriculum areas but are good resources for
kindergarten teachers.
Art
Art Experiences for Young Children, Pile, N. F.
Art in Action, Hubbard, G.
Creative Art Experiences, Lord, L.
Glues, Brews, and Goos: Recipes and Formulas for Almost any Classroom
Project, Marks, D.
Block-building
Block Building, Starks, E.B.
The Block Book, Hirsch, E.S.
Cooking
Cook and Learn, Veitch, B. & Harns, T.
Feed Me Im Yours, Lansky, V.
Kinder-Krunchies, Jenkins, K.
The Taming of the C.A.N.D.Y. Monster, Meadowbrook Press
Creative Movement/Physical Development
Feeling Strong, Feeling Free: Movement Exploration for Young Children,
NAEYC
Finger Frolics, Cromwell, L. & Hibner, D.
Learning Through Movement, Rower, B.
Teaching Movement and Dance, High School Press
Health
Creating a Caring Classroom, Letts, N.
Food . . . Early Choices - Kit, Idaho Dairy Council
Kids with Special Needs: Information and Activities to Promote Awareness and
Understanding, Getskow, V. & Konczai, D.

Language Arts

A Fresh Look at Writing, Graves, D.

Foundations of Literacy, Holdaway, D.
Kindergarten Month by Month Phonics, Cunningham, P.
More Than the ABCs, Schickodanz, J.
My Kid Cant Spell, Gentry, R.
Pass the Poetry, Please, Hopkins, L.
Phonemic Awareness in Young Children, Adams, M.J. & Foorman,
B. & Ingvar, L. & Beeler, T.
Phonemic Awareness Song and Rhymes, Jordano, K. & Callella, T.
Phonics from A to Z: A Practical Guide, Blevins, W.
Ready-To-Go Phonics, Potts, C.
The Art of Teaching Writing, Calkins,L.
The Beginnings of Writing, Temple, C.A. & Nathan, R.G. & Burris, N.A.
What Did I Write. Clay, M.
Math
Box It Or Bag It, Burk, D. & Snider, A. & Symonds, P.
Calendar Math, Scholastic
Counting Caterpillars and Other Math Poems, France, B.
Math and Literature, Burns, M.
Math Through Childrens Literature, Brandon, K.
Music
Do Your Ears Hang Low, Glazer, T.
Ella Jenkins Song Book for Children, Jenkins, E.
Go In and Out the Window: An Illustrated Songbook for Young People,
Metropolitan Museum of Art & Holt and Co.
Mockingbird Flight, Nielson, P.H. & Sucher, F. & Garman, C.G.
Rhythms to Reading, Wood, L.
Songs for Our Small World, Garlid, G.E.
The Small Singer, Wood, R. & L.
Science
100 Best Ideas for Primary Science, Butzow, C. & J.
AIMS, AIMS Education Foundation
An Early Start to Science, Richards, Hollis & Kincaid
Bugs to Bunnies, Goin, Ripp & Solomon
From Butterflies to Thunderbolts: Discovery Science..., Fredericks, A.
Investigating Science with Young Children. Althouse, R.
Lingui Systems Blooming Experiments, Kelinson
Literature-Based Science Activities, Brainard, A. & Wrubel, D.
Mickeys Magnet, Branley, T. & Vaughan, E.

Ranger Ricks - Your Big Backyard, National Wildlife Foundation

Science Experiences for Young Children, Reed, R. & E.
Science on a Shoestring, Strongin, H.
Science Through Childrens Literature, Butzow, C. & J.
Sunshine Science, Wright Group
Windows on Science, Westley, J.
World Water Watch, Branley, F. & Vaughan, E.
Social Studies
Hands Around the World, Milord, S.
Mega - Fun Map Skills, Tamblyn, C.
Tales Alive! Ten Multicultural Folktales With Activities, Milord, S.
Ten Thematic Strands in Social Studies, Social Education, Oct. 1994
Stories in Our World, MacMillan/McGraw/Hill
Technology
Gopher It!: An Internet Resource Guide for K-12 Educators, Cooper, G.
Internet and Instruction, Barron, A.
Internet for Newbies: An Easy Access, Williams, C.

General Resources
Hey, Listen to This: Stories to Read Aloud, Trelease, J
Joyful Learning: A Whole Language Kindergarten, Fisher, B
Multiple Intelligences go to School, Gardner, H. & Hatch, T.
Producing a School Newsletter Parents Will Read!, Jones, R.
Read-Aloud Handbook, Telease, J.
Ready-To-Tell Tales: Surefire Stories from Americas Favorite Storytellers:,
Holt, D. & Mooney, B.
Starting Out Right, National Reading Council
The Creative Curriculum for Early Childhood, Dodge, D. T.
Transitions, Routman, R.

The following list is meant to be a starting point for teachers. Because of the high
rate at which web pages come and go, the teacher should use search engines to find the
most recent sites. Teachers need to use the individual addresses as a way to gather

valuable links. Almost every sit will suggest Additional sites with related information.
Some sites were chosen because of their links, not their specific topic. The teacher
should be aware that these sights are simply recommendations.

Web sites with a Variety of Teacher Information

www.aft.org ................................... American Federation of Teachers
www.aggie-horticulture.tamu.edu . Growing plants
www.ala.org .................................. good for teacher search
www.atozteacherstuff.com ........... Units, themes, tips and ideas
www.ceismc.gatech.edu ................ Busy Teachers Website/Links
www.classroom.net ....................... Articles, ideas and info
www.coe.ilstu.edu ......................... Kindergarten cornerunit activities
www.crayola.com .......................... Crayola Rainbow Room
www.ctw.org ................................. Sesame Street Workshop
www.curiousgeorge.com ............... The World of Curious George
www.earlychildhood.com ............. Articles and information for Teachers
www.educate.org.uk ...................... Educate the Children--Resources, Lesson Plans
www.ed.gov .................................. U.S. Dept. of Education
www.education-world.com ............ Large Database of Educational Info
www.eduplace.com ....................... Houghton Mifflin Education Place
www.egroups.com ......................... Friedrich Froebel
www.ettc.com ................................ Educational Technology Training Center
www.freespace.virgin.net .............. Laras Land of Lazy Links
www.frog.simplenet.com .............. The Froggy Page
www.funschool.com....................... Free interactive software
www.gingerswolfcam.com ............ A look at wolves in captivity
www.headgehog-review.com......... Discussions of Educational Issues
www.inforocket.com ..................... Math activities
www.kconnect.com ....................... Educational Resources and Materials
www.kidsclick ............................... Software catalog
www.kids-space.org ...................... Global forum for sharing ideas
www.kidspace.com ........................ Games
www.knowledgeadventure.com .... Ideas, tips and hints
www.knownet.net .......................... Links and lists
www.letsfindout.com .................... Knowledge Adventure Encyclopedia
www.looklearnanddo.com ............. Activities and Ideas
www.magickeys.com .................... Storybooks Online
www.mailboxcompanion.com ...... Online version of the magazine with a lot of helpful forms
www.mathforum.com .................... Math activities
www.mrtc.org ................................ The Animal Alphabet
www.muppets.com ........................ Activities involving the Muppets
www.naeyc.org ............................. National Association for the Education of Young Children
www.nccic.org ............................... National Child Care Information Center
www.netvet.wush.edu ................... The Electronic Zoo
www.nsf.gov ................................. links to science sites for kids
www.ops.org ................................. Omaha Public Schools/many useful links for kindergarten
www.pacificnet.net ....................... Technology links
www.pilkey.com ........................... Daves Page o Fun / Activities and ideas
www.pro-teacher.com .................. Reference, Themes and Curriculum

www.readingonline.org .................. Technology links and lists

www.scottsdale.org ....................... Curriculum Link
www.smartfun.com ........................ Software Resource/Reviews
www.starchild.gsfc.nasa.gov ......... A Learning Center for Young Astronomers
www.students.eku.edu.................... A kindergarten home page
www.teachers.ash.org.au ............... Teacher Education
www.teachers.net .......................... Teacher chat, message boards, curriculum
www.teachervision.com ................ Frequently Asked Questions about Kindergarten, message boards,
resources
www.teams.lacoe.edu ................... A look inside the classroom/electronic classrooms
www.tea.state.tx.us ........................ Social Studies Center for Educator Development
www.theideabox.com .................... Teaching Activities
www.trackstar.scrtec.org ............... Teaching with Web sites/resources
www.users.sgi.net/sgi.net/~cokids/ Early childhood Educators and Family Web Corner
www.wxdude.com.......................... Weather sites
Search Engines
Ask Jeeves for Teachers!
Ask Jeeves for Kids!
Looksmart
Searchopolis

ART ACTIVITIES

Art is a personal and emotional expression. Art is a childs communication and

vocabulary. A young childs ability to describe feelings and impressions through
words is limited, but through art a child can
express anything. A young childs creative
expression deserves a necessary freedom
for use of materials. This means that a
child must be free not only to select the
medium and the subject, but also must be
free from adult standards and techniques.

Art Activities
A developmentally appropriate kindergarten art program is very valuable. It develops
creative thinking, self-expression, promotes problem solving and aids physical coordination. Art
is an individualized activity. The emphasis is on PROCESS rather than PRODUCT. The
kindergarten art center does not include a prescribed course set by the teacher and controlled by
an adult in a dictated art fashion. Project models are not provided and an adult must not alter
the childs work. The teacher should provide appropriate feedback.
Comments to be avoided:
Correcting.............The sky is blue, not yellow.
Valuing.................. I like it or Good work.
Complimentary .....Oh how lovely.
Questioning........... What is it?
Comments to use are:
You have used many colors.
I can tell by the picture that you enjoyed using several colors.
Your drawing is full of fire trucks, fire and a house.
You spent a lot of time on different shapes.
Teachers should foster self-esteem and creativity, and remember that each child is
developmentally an individual. The teacher should allow children to go about artistic discoveries.
Rather than searching for representation in childrens art, they should focus on the abstract,
design, qualities and shape or form. Teachers should use a reflective dialogue when talking
about childrens art. The elements of art provide a good framework for responding to children.
The following list of elements is both manageable and developmentally appropriate for talking
with children about their art:

Color
Line
Mass or volume
Patter
Shape or form
Space
Texture

Development of Art Activities

Children should not be given a model to copy, but teachers do have to model expectations,
rules and guidelines. The teacher needs to demonstrate clearly how the materials are to be used.
Some suggestions might be:

! Gather children in a circle.

! Demonstrate how to use the art items being introduced.
! Do not leave a model up.
! Stress to the children that creativity is wanted.
! Tell them that their work should not look exactly like anyone elses.
Teachers can successfully demonstrate projects to kindergarten students. This cannot be
done without appropriate discussion as to why projects should be a reflection of themselves,
rather than a reflection of the teacher. The real joy of kindergarten art is that the outcomes vary
widely!

General Introduction to Art Materials

Kindergarten students need thorough introductions to art supplies. The expectations must be
clear.
Suggestions for introducing art materials:
Scissors: the teacher may:
#
#
#
#

demonstrate how the hand that is cutting does not turn.

show how the other hand turns the paper and the scissors point straight away from the
body.
tell students when/where it is appropriate to use scissors.
show the students how to make big alligator bites with the scissors, rather than small,
numerous cuts.

Glue: the teacher may:

#
#
#
#
#
#

give a thorough introduction to glue bottles that will save a lot of time for the teacher
later.
demonstrate how to open the glue bottle.
show the children the space made between the cap and the top of the bottle when
opened.
show how the space is not there if the bottle is closed.
demonstrate how to wipe excess glue off the top of the bottle and how to use small
amounts of glue, rather than large puddles.
talk about appropriate storage of glue and how to tap the glue top against a table to
remove dried glue the next time it is used.

Watercolors: the teacher may:

(The tips for using a watercolor brush are also successful with easel brushes and all other
brush painting.)
#

when introducing watercolors, show the students how to drip a little water on each color
pad. This will soften the colors and make them brighter on the paper.

#
#
#
#

demonstrate how to rinse the brush in a small cup of water.

talk about how the brush just tickles the top of the paint.
show how not to use the watercolors, i.e., crushing the brush into the paint.
demonstrate how to carry the painting to a drying area without dripping watercolor paint
on the table or floor.

Basic Requirements (listed in order of priority)

! 2nd paint easel (in addition to one listed in basic requirements)
! Aprons (2-4 as needed)
! Classroom set of scissors (23)
! Drying rack
Art Supplies
The following list of suggested art supplies may be in the buildings central supply room.
These items can be used in the kindergarten room as a central community supply for children or
can be used individually. For example, if the teacher is to foster cooperative skills and
interactive language, the classroom might be set up in the following way. At the easel painting
center the blue paint may be set up only at one easel. In this way, the children are forced to use
language and cooperation skills to make full use of the center.

Colored construction paperassorted

Tissue paperassorted
Newsprint
Manila drawing paper
Finger-paint paper
Paint brushesbristle and/or flat of various sizes
Left handed scissors
Loop scissors
4-hole instructional scissors (trainers)
Teachers shears
Liquid and powdered tempera paint
Finger paint
Glue
Standard stapler
Boxes of staples
Paper punch
Masking tape
Scotch tape
Paper clips
Paper brads
Thumb tacks
Colored markers
White chalk

Colored chalk
Chalkboard erasers
Clay or play dough
Colored yarnassorted
Media mixture for paper mach

Brush Painting at the Easel

Many times at the easel, a child is able to paint with absorbing preoccupation and give
form and shape to personal experiences and feelings. Therefore, brush painting can be an
emotional release for children. Through painting, the childs inner life of fantasy, imagination
and feeling is expressed.
Materials
#

easels, table tops or floor

plastic or vinyl smocks and aprons

newsprint, 18x24

shelves or racks to hold paint jars

long-handled (10) brushes, with a variety of bristle widths. Wash brushes after each
session and store bristles up in a container

liquid tempera. Add liquid soap to help ease clean up

clear plastic containers with lids or heavy glass jars for best visibility of color

wooden laundry rack or walls for drying

Procedure: the teacher may:

! provide newsprint that is secured by clips, clothespins, or masking tape. If tape is used,
the child, when finished, may then place the painting somewhere on the wall to dry.
! allow the child to choose brushes and jars of paint from a large tray.
! allow children who are interested only in mixing colors in the jars to do so, but only as a
separate project. The supply for the other children should not be muddled. Children can
be shown how to avoid the drips by wiping the brush on the jar edge.
! have children write their names on the paintings.
! encourage painting objects (clay, cans, boxes, macaroni, carpentry products)
The teachers role should be to observe the childs progress of expression and try to
understand what the child might be trying to say. The child will sense interest and not ask for
praise. The teacher should offer non-judgmental observation, such as, You painted a long time
today, didnt you? Do you want to tell something about your painting? An adult may write on
a small paper and attach it to the artwork.

Brush Painting
Children enjoy painting on flat surfaces. This prevents dripping as can happen frequently
with easel painting and encourages mixing colors.
Materials
The space for brush painting should be large enough to hold an 18x24 sheet of paper
and a flat tray beside it for mixing paint. (Two school-sized desks side by side work nicely.)
Paint containers (plastic cups, juice cans cut to size) can be placed along one edge of the tray
in spectrum sequencered, yellow, blue, black, and white. Also, near the tray the teacher
should place a bowl of water, a sponge, and one or two brushes. Aluminum trays provide the
best resistance to the mixing brush and give enough space for mixing colors. However,
styrofoam meat trays, aluminum foil plates, or egg cartons will work.
Procedure; the teacher may:
! model dipping the brush into a color and dabbing it on a tray surface.
! model how the brush is washed in the water by rubbing it against the bottom of the bowl.
! remove excess water by touching the brush to the sponge, or wiping the brush against the
water container.
! dip the brush into another color and add that color to the one already on the tray. Helping
children keep the brush clean and changing the water often may be a challenge.
Finger Painting
Finger painting is a tactile, rhythmic, free, big, expansive, colorful, gooey, and messy
activity. As a dried product, it is a meager reminder of the rich PROCESS that proceeded. On an
aesthetic level it encourages creative expression through direct contact between creator and
product and lack of any arbitrary standards. On a psychological level it offers the chance to be
expansive and sensory.
Materials and Procedures: the teacher may:
#

use this recipe: 1 cup liquid starch

1 cup cold water
Mix and add to 2 cups hot water. Cook over medium heat, stirring
constantly. When liquid is clean, remove from heat and add 2 Tbsp.
Glycerin. Then, blend one cup of mild soap in gradually.

! pour out liquid starch on paper and sprinkle on powder paint for the children to mix.
! apply finger paint directly to a tabletop, which provides the freest painting experience.
(Spraying shaving cream on trays or tables can be a step used before paint.) Using the
tabletops avoids any attention to a saved product.
! apply finger paint to large squares of oilcloth (18x24) which can be wiped off; or use
shelf paper or butcher paper, shiny side up and dip it in a pan of shallow water to wet.
! Allow children to experiment with finger paint in a plastic tray. When child decides to
keep a design, an adult can place drawing paper or top to try to make a print.

! have a pail of water nearby for quick rinsing off, to reassure children who worry about
the mess.
! introduce finger painting with one color first. Then add another color choice. Later, all of
the colors may be available for self-selection. The teacher may let the children decide
how many colors and how much paint they want to experiment with.
! let the children use spatulas, sponges, and a shallow pan to scoop the goop and assist in
clean up.
! The teachers role should be to anticipate appropriate limits and offer those limits only
when the children need them. The teacher should not preface the experience with rules, or
the creative PROCESS will be inhibited. Teachers should get into the finger painting
process during the first few sessions, using both hands and demonstrate motions slowly
and rhythmically.
Clay
Clay is smooth, wet, slimy, chalky, sticky and gooey. It is hard and rough when dry. It can
be a very noisy, but relaxing experience. It is messy, pliable, crumbly, unreliable, heavy and a
mass (MASS). It has an earthy odor. Pounding it and throwing it down on the table are healthy,
aggressive experiences for kindergarten children.
Materials
#

grapefruit-sized hunk of soft clay for each child at one table.

square of masonite board, 18x18(use reverse side), will make the clean up easier
because the children can sponge off their own boards.

covered crock for storage. (Clay should be stored as grapefruit sized balls with a deep
hole in each and filled with water. Water may be poured off the next time or worked into
the clay by the children.)

bucket of water for clean up. (Too much clay in the sink drain may clog it.)
Source of clay: dig your own, with the children and use it in its sandy unrefined state, or
buy ready to use clay in a 50 lb. chunk.

Procedure: the teacher may:

! allow children to stand up when they first use clay because it is a large muscle
experience. (Later when the children are experienced with the medium and interested in
making more representational shapes, they may want to sit.)
! demonstrate how clay may be pounded, poked, twisted, pulled, bent, slapped, caressed,
broken, rolled, stretched, flattened, or squeezed. (Like finger paint, it can encourage
specific rhythmic activity by the use of chanting or simple sounds.)
! not provide models to copy. (Clay should be an expressive experience at this stage of the
childs development.)
! not provide tools. (Clay should be a kinesthetic and tactile experience. Save tools for play
dough.)

! want to save objects. (This may be done late in the year for those children who have
developed some control and skill. Hopefully, their reproductions will be threedimensional animal or people forms, rather than the stereotyped bowl or plate, which
demand less imagination and personal input.)
The teachers role should be to join in at first, pressing, squeezing, pounding while
verbalizing the actions. The teacher should not direct or criticize the children. Instead, let them
see enjoyment with clay just to get them going. Later, the teacher may sit in to watch, listen and
support with interested comments.
Play Dough
Play dough is not a substitute for clay, but has values all its own. It is usually used with
rollers, cookie cutters and other tools. It is a cleaner material than clay. To the child who is
concerned about cleanliness, it offers less of a threat than clay. It may also serve as a steppingstone to the messier materials such as clay and finger paint. Even if dough is presented without
the use of tools, sensory experience is more limited than in the use of clay.
Recipe: 2 cups flour
2 T. alum powder
1 cup salt
2 cups boiling water
1 T. vegetable oil
food coloring (few drops)
Boil water and add food coloring and oil. Mix dry ingredients and all liquid. Stir
and knead when cool. Add more flour as necessary. Store in an airtight container
for up to two weeks. (Note: Save old play dough and add water to soften. Use as
collage bases on styrofoam tray for poking in leaves or things from nature.)
Crayons, Markers and Chalk
These tools are more confining than painting, water play or clay. They demand more small
muscle control and perceptual maturity. Children can create more representational drawings,
which gives them feelings of pleasure and mastery. Markers are an ideal tool to offer children
who want to draw things, because they move with less resistance and offer brighter colors.
Crayon Materials
#

five and six year olds can control the small crayon, but may prefer the larger ones.

all eight colors in an individual can or box, or, crayons in cans by color. (Children are
encouraged to use interactive language skills when sharing materials, and cleanup
becomes a sorting activity.)

manila paper, 12x18 (soaks up the crayon better than newsprint.)

Crayon Procedure: the teacher may:

! have the child stand or sit. (Standing offers more sweep room and freedom of
movement.)

! choose not to provide coloring books which promote dependence, inhibition, frustration,
rigidity and stifling of the innate creative experience. (Coloring adult made drawings
conditions the child towards adult concepts which a child cannot produce. Coloring
pictures from coloring books and creating artwork are not the same.)
! demonstrate that if a crayon gets broken or the paper is peeled off, a bare crayon on its
side makes broad strokes of color.
Marker Materials and Procedures: the teacher may:
! Use large size, water-based markers in all eight colors.
! Use newsprint, colored construction paper or manila paper, 12x18.
! Discourage pounding with the felt end. If it happens, point out how the end gets jammed
up inside, making the marker unusable.
! Demonstrate to children how pens dry out when the caps are not replaced.
Chalk Materials and Procedures: the teacher may:
! provide colored or white chalk on chalkboards or black paper.
! provide chalk on wet butcher paper or shelf paper, 12x18 or larger. (The teacher may
wet the paper with a sponge before coloring with chalk.)
! wet the paper with buttermilk batter (water and buttermilk powder mixed to consistency
of thick pancake batter), and brushed on with a wide brush. Colored chalk applied on top
produces vivid, satisfying colors.
! demonstrate how chalk may be dipped into liquid containers and used on dry paper.
Paper, Scissors and Glue
Paper, glue and scissors aid in the development of the small muscles of fingers and hands,
and promote the ability to coordinate hands with eyes. As the child experiments with
manipulating the size and position of various materials, the child develops new concepts of color,
shape, texture and design. In this way, the child is extending and deepening a connection with
the world by shaping some of it to a personal scale.
Materials
#

paper for background; colored construction, heavy white cardboard, roll ends or
wallpaper samples.

glue or paste in individual containers with no brush or stick. (The sensory opportunity of
paste on the finger is an important experience.)

scissors, some left handed, which work easily. Some scissors work with the left and right
hands. (A few loop scissors may be provided for the less dexterous child.)

things to be gluedbits of colored paper, cut or torn.

Procedure; the teacher may:

! provide materials that are arranged on open counters or shelves and organized clearly to
stimulate creative ideas and easy self-directed access.
! provide an activity at one table for a small, self motivated group.
! allow children to select their own backgrounds from two or three choices.
! present precut or torn shapes for the first time and choose random or geometric shapes,
not figures of houses, trees or animals. (These limit the childs creativity and focus on an
adult concept, which the child then feels must be imitated.)
! allow and encourage children to tear or cut paper into desired shapes or sizes.
! offer a gradually increased variety of materials to choose from, each with its own
container.
The teachers role should be to sit down with the children at first, and later, periodically. The
teacher should show them how to put glue on the back of the small shape, rather than on the
paper and clear an area for drying the pictures. The teacher should support the child who wants
to cut, but cannot, by cutting with that child from behind. Trainer scissors are recommended. The
teacher should not insist that every child take part. Each will take part as directed by time,
motivation and individual needs.
Collage
Making a collage is primarily a textural experience, both tactile and visual. It is helpful in
the development of sensory perception, spatial concepts, small muscle and eye-hand
coordination. It is the most stimulating of gluing activities, because of its three-dimensional
aspects and use of real objects.
Materials
#

a strong foundation material to hold glued objectscorrugated cardboard, shirt board,

shingles, plywood scraps, meat trays, linoleum tiles.

Equipment; scissors, staples, paper punches, tape. Small individual bottles of glue for
each child.

collage materials can be organized by kind at first, such as feathers, beads, sticks, pine
cones, sawdust. Later, they should be organized by quality: textured, patterned, seethrough (transparent), shiny and shape. Each variety should be stored in a large, clear
container.

Textured materials might include:

(These can be mostly salvaged or scrap.)

fur scraps

velvet corduroy

burlap or sacking

corrugated paper and egg carton

dividers

sandpaper

feathers
absorbent cotton
natural materials (dried moss,
seedpods, leaves or bark)
pipe cleaner

Patterned materials might include:

(It is best to select abstract, all-over patterns)
gift wrap paper
printed cloth
wallpaper sample books
Transparent/Semi-transparent materials might include:
net sacks

veiling and other

lace scraps

sheet materials
organdy

metal screening

nylon net

mesh wire

colored cellophane
colored gelatins
colored tissue paper

Shiny/Sparkly materials might include:

Sequins

Christmas tinsel
Ribbons

aluminum foil

metallic paper

Shaped materials might include:

buttons

beans
corks

styrofoam
colored drinking

bottle caps
straws

colored toothpicks
macaroni

tongue depressors

colored cupcake
papers
colored string
rug yarn
bead

Procedure; the teacher may:

! let children choose the size and kind of cardboard or foundation.
! allow children a free choice of materials from well-ordered, individual boxes on
the center of the table. (Simple at first: present each kind of material in its own
container.
Complex later: present variety of materials, sorted by quality
(textured, patterned, etc.), each in its own container.)
! allow each child to select and glue as assembling the pictures. Later in the year,
the teacher may have each child select all materials at once and then spend
thoughtful time arranging on the foundation. The gluing is a final step, lifting
each piece to squeeze under a blob of glue.
! model rinsing each glue bottle in hot water and the tabletop sponged at clean up.
The teachers role in presenting the collage activity the first time should be to sit with
the small group and discuss, feel and pass around each object in the assortment. Later in
the year, the teacher can use shears to cut a particular shape when a child asks for
something singular. The childrens scissors probably will not cut cloth.
The teacher should discuss the qualities of the materials in the childrens creations
rather than making judgmental comments. Again, the process is more important than the
product. The teachers intervention in so personal an experience will rob the child of the
full value of the experience.

Constructions and Mobiles

Constructions and mobiles are three-dimensional forms in space, offering the child
another mode of creating design and expressing individual inventiveness. Constructions
are more appropriate later in the year, as a product ultimately results from this form.
Materials
#

wire of various weights, in rolls at florist supply house or from telephone company or
electricians.

wire snips, pliers, scissors, stapler, hammer.

colored and corrugated paper cut in long strips of various lengths

#
#

collage materials which can be strung:

o
beads
o
straws cut into pieces
o
foil.
o
macaroni
o
sequins
base for stability: wood block with wires attached by rug stapler.

base for mobiles: wire coat hanger or styrofoam ball.

bakery trays that are saved and brought from home.

Procedure; the teacher may:
! allow each child choose a base.
! give each child plenty of room and time.
! at first, present a selection of materials slowly and thoughtfully and discuss the
attributes of each item.

The teachers role should be to show some of the possibilities for using the materials,
to organize the working area, and to be genuinely interested in what is gained by the
individual. The teacher should offer constructions and mobiles as special projects several
times during the year.
Ideas for Art Curriculum Connections
S= Science

S.S. =Social Studies

M=Math

H=Health

The following are a sample of possible art activities appropriate for kindergarten
children. The possibilities for integrating art into other curriculum areas are limitless.
Offering experiences in art develops all concepts and objectives more fully.
Autumn; the child may:
#

Cut and paste with construction paper using colors present in naturered, orange,
yellow, brown. 3-D construction paper (strips can be glued to stand up.)

make leaf rubbings and seed printings S, H

create collagesmade from materials gathered during a fall field trip or nature
walk. They may use a play dough or meat tray base and poke in leaves, seeds,
feathers, etc., using glue, if necessary. S, S.S.

create with colored tissue paper torn in strips or fall colored shapes that are
brushed onto wax paper with liquid starch. The child may overlap shapes and
hang by windows to show light and transparency.

Thanksgiving/Harvest; the child may:

#

create collage with grains or seeds - S

make prints with potatoes, nut shells, onions. H

do finger painting and hand printingwiggling fingers to make turkey feathers

S.S.

Winter Weather; the child may:

#

do Snow Painting by making a drawing with crayon and brushing on snow

(very watery wet paint). The crayon will resist the white paint and will show
through.- S

make snow collages by cutting and pasting using construction paper, cotton balls
and q-tips (white items).

use wrapping paper to do vegetable or junk printing on colored tissue, or wrinkle

paper and dip it into food coloring to create a tie-dye effect. Finger painting works
well, too.

February; the child may:

#

create valentine art with construction paper in red/pink/violet/white, doilies,

colored cellophane and pre-cut heart stencils (The teacher may demonstrate how
to cut on the fold. If making cards, the teacher may talk about materials and how
pink can go on top of red and doilies may be cut or used whole. The teacher may
show some possibilities and talk about techniques for cutting hearts, but do not
show a finished product.) - S.S.

create a shape collage on a heart shaped base. - M

Presidents Day; the child may:

#

use lots of red, white, blue materials to create

sponge paint and finger paint with red/blue on white paper and red/white on blue
paper, etc.

#
#

create 3-D construction paper stripsred, white, blue.

Create patterns with red, white, blue squares or other geometric shapes around the
edge of a paper. S.S.

Spring/Easter; the child may:

#

create collages with shells, pebbles, colored sand (a few drops of food coloring
and sand in a bottle and shake) - S

create collages using shapes picked up during a spring walk.- S.S.

do spring cut and paste with construction paper in pastel colors and add
markers/crayons when needed, maybe cotton balls at Easter.

create pastel Easter eggs from tissue paper torn and put on with starch and use
pre-cut egg shapes of construction paper or waxed paper. S.S.

do stitchery with pastel colors of yarn (threaded double so a large tapestry needle
will not come unthreaded). Children can sew through styrofoam meat trays and
may choose colors for variety. fine motor

Art Quotes to Illustrate Room/Center

Creative children look twice,

listen for smells, dig deeper,
build dream castles,
get from behind locked doors,
have a ball, plug in the sun,
get into and out of deep water,
sing in their own key.
Paul Torrance

Since every child is born with the power to create,

that power should be released early and developed wisely.
It may become the key to joy and wisdom,
and possibly to self-realization.
Whether or not the child becomes an artist is immaterial.
Florence Cane

Anyone planning to teach art,

no matter at what level,
ought to know what art is,
or what experts believe it is.
E.B. Feldman

Art is a language that crosses time, space, and

cultures.
Susan Garrett

Art is the signature of civilization.

Beverly Sills

Art is to society as dreams are to a person.

Laliberte and Kehl

Art Is The Creation Of Forms Symbolic Of Human Feeling.

Susanne K. Langer

Art is a process of rendering concepts into

human form.
Helen Merritt

Art refers to the conscious efforts of human beings to

arrange colors, shapes, lines, sounds, movements and other
sensory phenomena, to express their ideas and feelings
about themselves and their world.
Cohen And Gaines

Art...A private feeling made into a public forum.

Judith Aron Rubin

Art, to the child, is more than a matter

of painting pictures or making objects.
It is a means by which he expresses his individuality
and communicates his ideas about himself
and his world.
Jane Cooper Bland

Art is a way of finding out what the world

is really like, insofar as it causes us to
view things more objectively and also more
subjectively.
John B. Mitchell

Art is the most natural means

by which man expresses his creativity.
Ritson And Smith

Art is an extension of the person,

an expression of who I am and what I am.
Sabo And Harrison

the source of art is not visual reality,

but the dreams, hopes and aspirations
which lie deep in every human.
Arthur Zaidenberg

Art is simply a question of doing things, anything, well.....

When the artist is alive in any person,
whatever his kind of work may be,
he becomes an inventive, searching, daring, self-expressive
creature.....
He finds gain in the work itself,
not outside of it.
Robert Henri

Art education seeks to develop

sensitive, creative and artistically literate individuals
who may grow aesthetically, emotionally and intellectually
through active expression or reflective appreciation
in the arts.
Irving Kaufman

It is only when one can justify

the teaching of art in a realistic,
humanitarian way, that one is ready
to start teaching art.
Ritson and Smith

As long as the child

has the freedom to use his own mode of
expression,
his creativeness remains free.
Lowenfeld and Brittain

Never try to push a child

who is still in the scribble stage.
This only slows his progress toward
the next developmental level.
Louis Hoover

Creative thinking precedes creative working.

Blanche Jefferson

The real test of whether a childs art is good

is not how much the tree he has drawn
represents the natural appearance of a tree,
but how full the child, when working,
has entered into a personal reaction of his own
to the tree and its environment.
Ellsworth and Andrews

To see a childs work, one must be gifted with inner sight.

The child has an idea. He is going to create a lovely
perfect thing.
The crude, crumpled thing he holds to your view
is the incarnation of his dreams. He sees the dream
and you just call on your inner sight and see it with him.
Otherwise there arises a great wall between you
and you and he are strangers.
Angelo Patri

The most deadly of sins

is the mutilation of a childs spirit.
Erik Erikson

We are all potentially creative,

but only those who have become creative realize it.
Gowan, Demos, Torrance

I hear, but I forget.

I see, and I remember.
I do, and I understand.
CHINESE PROVERB

It is said that the artist

is distinguished from the rest of humanity
by his constant visual awareness
of the world around him
Laliberte and Mogelon

Though we travel the whole world over to find the

beautiful,
we must carry it with us or we find it not.
Ralph Waldo Emerson

Art is essentially a quest for order.

Cohen And Gainer

Learning to use scissors

is one of the important ego-building achievements
of early childhood.
Clare Cherry

Remember, the good drawing is one

in which the child puts something of himself.
It is an honest original idea
of his own.
Hoover

They paint what

they experience
They experience what
they paint.
Kenneth Jameson

A good finger painting experience should be

a hundred swirling adventures,
each wiped out for a new one.
Cornelia Hollander

Printing can be either

extremely simple or extremely complicated
---and thus it can be a worthwhile pursuit
from a childs fourth year onwards,
throughout his whole life.
Lothar Kampmann

Clay has an almost magical attraction for children.

The meaning of clay play does not
lie in the functional use
of what is produced but in the play itself.
Ernst Rottger

The hands lead the way to learning and logic,

the hands absorb and transmit indescribable messages
and information to the brain
in the most thorough way available to us.
Ann Wiseman

Needlework, like any other medium,

seems to lose its uniqueness
when its imitative.
Nik Krevitsky

If we really believe in
a program of creative experiences,
this (the holiday) is no time
to bring out a step-by-step project
for each child to make
according to instructions.
Hoover

Genius At Work
by

Adelaide Holl
The artist bent over his easel
And took up his palette and brush
He sketched in the curve of an outline
In colors all vivid and lush.
I watched him add high lights and shadows
With deftness and delicacy,
convinced that no Reubens or Titian
Worked with greater absorption than he.
He splashed on a bit of ripe crimson.
He blended in scarlet and maize.
Then at length he leaned back from the canvas
And appraised it with critical gaze.
Slowly he turned and presented
That completed creation of his.
See, Teacher! My pictures all finished
Now, help me decide what it is.

BLOCK BUILDING

Blocks are the single most valuable

material in an early childhood classroom.
Their potential for learning and growth is
extensive, and they require active use of
bodies. Children in any culture will play
with blocks, using them as a means of selfexpression and as a way of acting out life.

Block Center
Blocks are the single most valuable material in an early childhood classroom. Their
potential for learning and growth is extensive in scope and depth, and they require the ACTIVE
use of bodies. Because they are open-ended there is no correct way to use them. Children feel
safe and therefore expressive in using them to clarify and strengthen their understanding of
themselves and their world. Children will explore many possibilities; the combinations are
endless. From the beginning stages of simple assembling and making flat patterns to elaborate
enclosures with doors, windows, tunnels and bridges, each child adapts the blocks to a personal
maturity level.
The satisfaction of creating sturdy, three-dimensional buildings out of wood gives a child
important feelings of power and competence, which are important for building a strong sense of
self at an age when children are feeling small and inadequate in the face of the big world. The
building process, which ideally goes on for at least an hour for the maximum involvement and
learning, requires intense thinking. (See chart for analysis of learning.) Block building offers
teachers a unique opportunity to learn who the children really are -- who can use themselves
fully. Who is inhibited and needs support and encouragement? Does that child seem less timid
when building? Whose energy could be well channeled in block building? How could the
reticent be involved so they could develop strong, active thinking skills, too? What are some
misconceptions in the childrens thinking? What content areas are they interested in? What
could be developed for the whole class? Where could we go to see how bridges span?

Development of the Block Center

Teachers can get involved in blocks at appropriate times that do not intrude on the play
themes and thinking, by asking a non-threatening question, Whats happening in this part? or
Does your garage have a door for cars to drive through? A teachers attentiveness and
questioning during the block building tells children that blocks are considered important and that
the teacher values their work. When the teacher helps children make signs: THIS AIRPORT
WAS BUILT BY JASON AND ERIC, The teacher is demonstrating respect for those children.
Some teachers influence bock building by introducing accessories, which fit into the
theme being studied by the entire classroom at the time. Pictures, posters, or photographs may
be displayed to encourage new developments. Some teachers even direct building occasionally
by request for buildings made with only five blocks etc. or require a student to work in blocks
once a week.
Setting Up the Block Center
The organization, care and location of the blocks tell children if they are valued. The
block building area should occupy a corner protected from traffic. Blocks should be stored
carefully on low shelves and arranged by shape. The block shapes can be painted on shelves or
stuck on as contact paper cutouts to enable one-to-one correlation at pick up time. Blocks should
be stored sideways, not lengthwise, to quickly recognize size relationships.

As children put the blocks away, they stack and carry them by twos, threes, and fours. If
the positions of the blocks on the shelves are marked with a 2-D representation of the blocks, and
with the block name, some children will match the picture with the block form and others might
associate the printed name with the block.
If the number of blocks provided and the space available are adequate, there need be no
formal selection of children who will play in the block area. Instead, there can be freedom of
movement in and out. When children are in the early manipulative stage, their attention span
with blocks is short. As they gain greater experience, they may work for longer periods of time.
When a teacher provides sufficient time for the children to become thoroughly familiar
with a single shape, they can see more things to do with the shape. Some teachers begin a school
year with one or two sizes of blocks available, and leave those shapes out for a period of time so
that the children may discover the many ways in which they can be combined. As a new shape is
made available, the nature of the structure becomes more elaborate. When cylinders are
introduced after one group of children have been playing for several weeks with units and double
units, the wheel is rediscovered and huge automobile and airplanes can be designed.
Sometimes children create a structure that is so important that they can not bear to take it
down, or they are engaged in dramatic play that they wish to continue at another time. If the
room is not shared with another group, the teacher can easily arrange to keep the structure
standing. A sign might be prepared, such as PLEASE DO NOT KNOCK DOWN OUR
BUILDING or PLEASE SAVE OUR HOUSE. If the room is shared with a second group,
arrangements can be made so that the two groups take turns from week to week. Children soon
learn to respect the structures that others have made, and realize that the area is temporarily off
limits. Buildings left standing, may be added to or elaborated the next day.
Role of the teacher
Children of any culture will play with blocks. How a teacher values block play will
determine the time allotted for this activity, the location and size of the area, the quantity of
blocks made available, and the quality of play that results. Because there are so many facets to a
teachers role, it is often difficult to determine the difference between a positive form of
intervention and interference. If comments are never made, the children may lack challenge. If
comments are made too often, the children may become dependent. Play stops when a teacher is
not there, or they may lose interest in the play because it is not truly theirs. Any question asked
should be open-ended and any comment made should extend learning, encourage thinking, or
clarify concepts. When a teacher mentions an individual block by its proper name it helps build
a childs vocabulary. If there is to be purposeful play with the blocks, a teachers strong support
is required. This may be given in many ways. Often this means that a teacher observes in the
block area. Mere physical presence shows interest in what is happening. In a room where no
block play is going on, children usually begin to build if a teacher sits in the area. It will
probably not be necessary for the teacher to say anything. Silent support is an important role of a
teacher. However the teacher may need to find a way to direct a child toward a project, e.g., the
teacher may raise a question about procedure or involvement, or produce objects to enhance
what is happening,

The teacher may use whole group discussion to create rules for blocks. Consideration may
be given to the following:
Those doing the building may not be those who put the blocks away. If a teacher initiates
and is active in the process, the children will join. A teacher who knows the children in the
group may encourage those who do not ordinarily use them to handle them and become more
familiar with them as they put them back on the shelves.
Although blocks are sturdy and long lasting, care should be taken in handling them so that
they remain in good condition. Children learn to value them when they develop the habit of
not stepping on blocks or throwing them.
As children take risks in block building, some of their structures crash. However, good care
of blocks would mean that falling blocks should not be intentional and the teacher can help
the child find an orderly way of taking down blocks without having the structures fall.
A heap of blocks is not enticing to children. Hence it is important that they be returned to the
shelves so that floor space can be made available for the next group. An orderly arrangement
on the shelf is in itself, a stimulus for construction.
When the block area is carefully supervised, blocks are a very safe medium and can be used
in a variety of ways. Sometimes children build structures higher than themselves or test their
strength by carrying big stacks. If a teacher is comfortable with this and close by that may be
a teachers choice. However, many teacher feel it advisable to limit height or amount
carried.
Some teachers feel that blocks should be reserved for the block area. Some teachers
encourage blocks to be used in other areas of the room. They can be combined with drama to
enhance play and enrich the props in a creative and versatile manner.

Recommended List of Block Center Materials (listed in order of priority)

(Basic blocks have been previously listed in Basic Requirement lists.)
solid wooden people (plastic seldom last years)
at least 6 wooden vehicles (cars, trucks, planes, buses, tractors, trains, fire trucks etc.)
wooden animals (farm, zoo)
wooden road signs
Ideas for Block Extensions and Curriculum Connections:
R=Reading

W=Writing

M= Math

S= Science

SS= Social Studies

While considering enhancing block building it is helpful to remember that there are natural
developmental stages.
Carrying blocks around.
Repeating patterns.
Bridging.

Making enclosures.
Making decorations with or without symmetry.
Building function designs and naming.
Dramatizing.
Unit blocks are considered by many educators of young children to be the most important
teaching material in the kindergarten. They are unstructured, raw and offer multiple
opportunities for learning on many levels.
Unit blocks:
foster skill in manipulating. ---fine motor
give opportunity for creating 3-D forms in space ---M, S
stimulate a growing understanding of the organization and function of the real world,
through the building of representational models ---SS, S, M
develop relationship thinking as the child makes size selections ---M
help build concepts of space and dimension ---M
encourage language development through the communication of ideas and vocabulary
building --- R, SS
establish working relationships with other children ---SS
Many math concepts and skills are developed as children play with blocks. If blocks are
placed on shelves in categories according to size and shape, children become aware of ordering
and classification. As blocks are put away they are sorted matched and classified according to
shape and size. When there is a pictorial representation of each shape on the shelves, children
have the experience of relating a 3-D object to a 2-D form. ---M
If shelves are labeled with the block name, children identify the block with a symbol. In
handling blocks, children become aware of similarities and differences. ---R
When stacking or making a series of stacks, the child practices one-to-one correspondence in
keeping the stacks equal. ---M
Blocks in a tower are part of the whole structure and the concept of whole and its relationship
to its parts are important to understanding basic mathematical processes of addition, subtraction,
multiplication and division. Experience, as with units and double units, helps the child to
recognize equivalency relationships. If a child builds a structure higher than wanted it will be
required to subtract one or two from the whole. As blocks are carried a child deals with
multiples. When deciding to make a single lane road into two lanes a child practices division. In
building a tower, a child gains experience with sets. The constant size and shape of blocks
permits the child to establish internal units of measure. ---M

If the teacher refers to the blocks using special terminology these terms may build a childs
vocabulary and establish recognition for the requirement for special technical words in
specialized fields. ---R
Children may create a map with blocks. Streets, buildings and parks are often created for
wooden road signs and small vehicles. After a zoo trip children often build animal cages. Farms
are often made with various fields and enclosures using wooden farm animals. ---SS

Sample storage ideas for unit blocks:

Pillars
Units

Half Units

Quadruple Units

Triangle

Double Units

Cylinders

Ramps

Double Units

Quadruple Units

Curves

Arches

Quadruple Units

Hollow Block Center

Hollow blocks involve the whole child and have all the properties and values of unit
blocks. The size of hollow blocks allow a child to use large muscles and build structures where
the child can actually be a part of the construction.

Development of Hollow Block Center

Free exploration is of immense value and cannot be ignored. If there is no free play the
child will need to explore anyway and risk doing so despite the teachers wishes. Hollow blocks
should be used later in the year however, and only after class rules and expectations are solidly
understood. After some free play, teachers often use hollow blocks to extend classroom themes
either remaining in the block center or as a part of another center. Dramatic play props and
posters can be added to influence or direct projects being created.
Setting up the Hollow Block Center
Hollow blocks can take an enormous amount of room and so are often used in the circle
area where they must be cleaned up quickly and often. However, an ideal placement would be in

a separate spot adjacent to the Dramatic Play Center. Then the extra space can be used and
structures can be left day after day to extend Dramatic Play.
As with Unit Blocks clean up can be a learning experience and as useful as actual play.
Placing shapes matching the blocks on the wall behind where blocks should be stacked helps in
organization. Introducing a few at a time is also a good idea.
Introducing Hollow Blocks
The teacher may talk through rules for hollow blocks. Leading conclusions with
questions may help children realize the danger of roofs, or outside behavior like sliding,
climbing, or running. The teachers attitude about this being a place to build and not fool
around will help this guidance.
Ideas for Using Hollow Blocks and Curriculum Connections
R=Reading

W=Writing

M=Math

S=Science

SS=Social Studies

An adult may label objects created or write dictation of stories being acted out as play
continues. ---R, W, SS

Hollow Blocks may be used for building experiments with inclined planes using vehicles.
---S

Hollow Blocks can become a puppet theatre or props for plays. Children may dictate
scripts and perform. SS,R, W, Art

Blocks should be stored in an organized way, matching shapes drawn on a storage shelf. The
putting-away process thus becomes a purposeful perceptual differentiation at clean-up time.
A copy of outlines for defining block storage and an illustrated letter showing how blocks
teach many areas of the curriculum follow:

Use these outlines for defining unit block storage area.

Square

Small Triangle

Unit

Large Triangle

Double Unit

Ramp

Quadruple Unit

Small Column

Ellipse

Large Column

Curve

Small Buttress

circle

Half Arch

Gothic Door

Arch

Large Switch

Half Circle

Small Switch

Roof Board

Pillar

Large Buttress
Half Pillar

What is provided first with blocks is EXPERIENCE WITH A MATERIAL, combining

structure and freedom in a felicitous way.
UNIT BLOCKS ARE CONSIDERED BY MANY EDUCATORS TO BE THE MOST
IMPORTANT TEACHING MATERIAL IN THE KINDERGARTEN.
Working with blocks in the kindergarten, the young child learns about:
Classification
Order
Number
Fractions
Measurement
Volume
Area Depth
Width
Height
Length
Inequality (more than, less than)
Equality (same as)
Shape symmetry
Mapping visual perception
Eye-hand coordination
Feeling of competence
Cooperation
Respect for the work of others
Shape recognition
Size relations
Signs
Labeling
Directions
Exchange of ideas
Planning of building
Naming of building
Stories about buildings

!
!
!
!
!
!

!
!
!
!

Autonomy
Self-direction
Construction
Dramatic play
Self-expression
Pleasure

People and their work

Interdependence of Society
Symbolic Representation
Mapping

!
!
!
!
!

Security
Power
Independence
Discovery
Initiative
! Feeling of Competence
! Cooperation
! Clean-up

SELF ESTEEM

SOCIAL
DEVELOPMENT

SOCIAL STUDIES
!
!
!
!

! Awareness of others
! Awareness of differences
! Respect for work of others

!
!
!
!
!

Large muscle development

Eye-hand coordination
Hand manipulation
Visual perception

PHYSICAL
DEVELOPMENT

ART

BLOCKS

!
!
!
!
!

MATHEMATICS

Size: equality/inequality
Space
Shape
Symmetry
!
Mapping
!
!
!

! Area
! Volume
! Measurement
Depth
Width
Height
Length

! Patterns

! Reading: Shape recognition

Differentiation of shapes
Size relations
Signs
Labeling
Directions

! Classification
! Order
! Number
! Fractions

Creative impulse
Design
Symmetry
Balance
Form

LANGUAGE
ARTS

! Balance
! Weights
! Inclined plane ramps

! Interacting with children

SCIENCE
! Interaction of forces
! Gravity
! Stability

!
!
!
!

!
!
!
!
!
!

Questions about concepts

Exchange of ideas
Planning of building
Naming of building
Function of building
Stories about building

Trial and Error

Inductive thinking
Discovery
Properties of matter

The Block Book - - NAEYC

CIRCLE TIME

Active participation and response

are goals of group time and may be
achieved with stories, singing, reciting,
poetry and group discussions. Calendar
activities are an important part of circle
time.

CIRCLE TIME
Circle time (also known as group time or opening) is an important component of
the day. This usually occurs at the beginning of the day and is an opportunity for all
students to gather together in a designated area, settle in and become a community of
learners. Although Circle Time tends to be relatively short, 20-25 minutes, it often sets
the tone of the whole day. The purpose of Circle Time is to help children make a smooth
transition from the morning routines of home and traveling to school, to the learning
environment in the classroom.
In addition to making a transition into the learning environment, Circle Time has
an important impact on many social/emotional goals common to Kindergarten
classrooms. The whole group activities help students increase their attention span,
develop listening and speaking skills, and practice appropriate audience behaviors.
Circle Time is also an opportunity for students to generate topics, express opinions,
identify problems and develop problem-solving skills. Many Circle Time activities are
pre-academic in nature as they encompass literacy, math and science activities. Circle
Time activities are valuable in building vocabulary, developing concepts of number,
providing exposure to environmental print, as well as, developing science concepts such
as weather and seasons.
Setting Up Circle Time
A teacher must first determine when they want Circle Time to occur in their daily
schedule. Although most begin their day with a Circle Time, some teachers prefer to
start the day with a story, activity, or centers and then move into Circle time. Individual
schedules and personal preferences will help determine the best time for Circle Time.
After a time has been established, consider a meeting place in the classroom that
is large enough for the whole class, always available, comfortable and conducive to
teacher-to-student interactions, as well as, student-to-student interactions. Many classes
participate in Circle Time activities while they are seated on the floor in a circle. Other
teachers prefer to have a chair available for each student.
Development of Circle Time
When developing circle time activities, teachers should plan for active
participation and allow for student responses. Center time is filled with a variety of
activities and allows time for children to be physically and verbally engaged. Although
well-planned activities often hold the interest of children, flexibility in schedules must be
maintained for spontaneous, student-generated interactions and topics.

Circle Time Activities

The following activities will help the kindergarten teacher work towards the
social/emotional and pre-academic goals appropriate for kindergarten, as well as, provide
children with enjoyable, stimulating activities to begin their day:
Calendar Activities:
Students study the calendar during Circle Time using Math Their Way Calendar
activities or Calendar Math activities. They are learning about days of the week,
months and seasons, holidays, state and federal holidays, and historical events.
The calendar develops calendar concepts such as yesterday, today and tomorrow,
builds holiday and seasonal vocabulary, and math concepts such as rote counting,
numeral recognition, skip counting and place value.
Weather Activities:
There are many ways to keep track of the daily changes in weather. Some
kindergarten programs use graphs to depict the number of rainy, sunny, cloudy,
windy, etc. days experienced in each month. Other activities involve dressing a
doll or teddy bear appropriately for the weather outside. Whatever program is
chosen, the vocabulary and weather concepts will be valuable. (a sample weather
graph follows)
Music and Poetry:
Music and poetry are essential to the development of language, rhythm, memory
and pleasure. Center Time is a perfect opportunity to encourage appreciation of
all types of songs and poems, including holiday and seasonal, silly, along with
songs and poems from diverse cultures. Songs and poems can be found to
supplement any thematic unit.
Music and poetry is another means through which children can learn to express
themselves. Working over time with repetitive phrases found in music and poetry
gives students opportunities to develop important auditory discrimination and
phonemic awareness skills. These skills include working with alliterations,
onset/rimes, and rhyming words, developing vocabulary, and focusing on
frequently used words.
If the teacher chooses to write out the songs or poems on chart paper, and point to
the written words as student sing or speak, students will also develop their
conventions of print as well as symbol-sound relationships. While thinking of
music and poetry to add to Circle Time, remember fingerplays and nursery
rhymes should be added, which encourage children to retell and sequence stories.
They also provide role-playing extensions for the Dramatic Play center during
center time. Adding actions and movements and instruments to songs and poems
encourages active participation.

Current Events:
Local newspapers and Internet services provide pictures and articles about
interesting current events that may be shared during circle time. Many
times, students will bring articles of interest to share with the class.
Current events may be used to develop thinking and problem solving
skills. This is also a good time to promote thinking skills by using
questioning techniques that encourage higher levels of thinking (as
described in Blooms Taxonomy) in students.
Discussions:
Many circle time activities lead to discussions. Kindergarten students are
easily reminded of experiences and love to share their personal stories.
These stories open up discussions that encourage children to share exciting
moments, fears, problems and concerns. Such discussions develop
appropriate audience behaviors, listening and speaking skills, vocabulary,
and the sharing of problem solving ideas. Teacher posed questions can
encourage higher levels of thinking (as described in Blooms Taxonomy).
Sharing:
Children love to bring items from home to share with their classmates.
Sharing encourages children to speak before a group with confidence. On
a designated day, children may be asked to bring a share item carefully
hidden in a bag. With a family member, they may write several clues to
read to the class so classmates can guess what is in the bag. Teachers may
ask students to bring items that begin with a specific letter or items that go
well with a thematic unit.
Closing Circle:
Many teachers also hold a short closing circle time at the end of the day.
This time is for students to share creations made or written during the day,
discover solutions to problems that may have occurred, sum up an activity,
interpret a graph made in class, or discuss plans for the next day. Teachers
may encourage students to recall specific activities that occurred in school
so the children have something to report to parents when they get home.

sunny

windy

rainy

cloudy

snowy

foggy

Weather chart

COOKING ACTIVITIES
SNACK

Children use all five senses and learn

good nutrition. Development is seen in the
physical, emotional and social area.
Concepts are learned relating to social
studies, science, mathematics, language
arts and art.

Cooking Activities
Kindergartners can learn a great deal from a cooking experience. Cooking is
exciting to children because they like to do things they see adults do, and cooking offers
them real-life experience. It also provides a way for children to feel important and
achieve a sense of accomplishment.
Development of the Cooking Activity
Cooking is often a part of snack since kindergartners naturally will want to eat
what they have helped cook. Good nutrition should be one of the most important
objectives in a cooking program. The teacher has an opportunity to expose children to
healthy foods and help to develop good eating habits. Recipes requiring refined sugars,
flour and ingredients with little food value should be avoided. A teachers attitude about
foods is conveyed to the children. Cooking can be in a whole group, activity center, or
both. The actual cooking can be done in small groups, or even individually at a center,
while discussion and directions can occur whole group. Good projects do not have a right
or wrong result. If the child has done it alone, it will be enjoyed even if it is
undercooked, lumpy, or burned. An example would be making scrambled eggs. Each
child can crack an egg, beat it with a fork, then take it to the adult at the frying pan and
wait for it to cook, and then take the egg back to the table to be eaten. French toast,
grilled cheese, and many other projects can also be prepared in this way.
Some ways to gather ingredients for cooking activities:
An amount of money is collected at the beginning of the year as part of the supplies
needed.
An assigned snack person brings in the ingredients.
Each child brings in a needed ingredient (e.g., a fruit, for fruit salad).
Setting Up the Cooking Activity
A recipe can be displayed in picture form to allow children to see the sequence of
events in the process of food preparation. A different approach would be to have the
teacher direct a cooking project and then have children create their own recipe to use
again at home. An adult must supervise the cooking activities center, preferably not the
teacher who has to take care of the many distractions and interruptions in the classroom.
The center should be well supervised for safety and health reasons. Some projects, such
as vegetable salad, may require several steps. A table for each activity could be set up
with the children at one table washing and tearing lettuce, another table for cutting carrots
and celery, and still another for grating cheese. In this way, a multiple step-cooking
project could be a cooperative activity. By talking about which children did which
activity, the whole group could enjoy the finished project.
A well-planned cooking project is the secret to success with large groups of
children. It is essential for the teacher to provide enough equipment and ingredients for
each child to have the proper tools. Good organization will guarantee an enjoyable
activity.

Recommended List of Cooking Center Materials (listed in order of priority)

small refrigerator
electric fry pan
mixing bowls
measuring utensils
cooking tools (spatula, spoons, knifes, grater, hot pads, etc.)
baking pans
Curriculum Connections and Examples:
R=Reading

W=Writing

M=Math

S=Science

SS = Social Studies

H= Health

Cooking can provide many opportunities for cognitive, social and cultural
learning. ---SS. Children can use their five senses to explore cooking activities. ---S.
Kindergartners also begin to learn about units of weights and measure, how to use tools
properly, and the language of cooking. M,R. Through cooking activities the children
learn to work together in a sharing effort. SS. Because foods and cooking illustrate
cultural difference, children can be exposed to ethnic groups and diversity. SS
A cooking experience is a good example of integration of curriculum areas in the
kindergarten classroom. All learning is through the senses: and as food appeals to all the
senses it becomes a powerful learning tool. Sensory development is enhanced as children
practice taste and smell differentiation; touch and sight to compare food texture, size,
appearance and even hearing, as in tapping melons. Small muscle coordination comes
with chopping, stirring, and squeezing. Kneading, mixing, tossing are large muscle
coordination activities. SS,S, motor skills
The success a child experiences in creating something good to eat improves a
childs self-image and confidence. Cooking skills help develop a sense of independence.
Children also gain experience in cooperation and respect for the work of others. They
share ideas in planning a meal or snack. Foods are identified and named. Food functions
are described. The child may write stories about food, and read recipes to practice
language arts in cooking activities.
--SS, W, R
Cooking and food preparation can awaken artistic expression. Awareness of
color, form, texture, shape, and balance can be enhanced through cookingapples are
red, yellow, or green; grapefruits are spheres and have sections; carrot slices are circles.
The color, texture and shape of food inspire creative expressions. All cooking projects do
not require heat or actual cooking, but rather food preparation; cutting, slicing, chopping,
scrubbing or mixing Art, motor skills
People may be alike and different as they have different tastes. John likes cooked
carrots and Mary does not; but both like vegetable soup. Safety and sanitation are
practiced. The teacher stresses careful use of tools and ingredients in food preparation.
Children can be guided to emulate certain behaviors i.e., sitting straight to digest food,
taking turns serving, taking a fare share of food when eating, to help develop self-respect,
as well as, respect for other children. SS

Cooking experiences help a child become more aware and appreciate family roles
and how working together, sharing tools, and dividing work benefits all. Children enjoy
hearing about and seeing different foods from different countries. They discover much
about their own family background and ethnic backgrounds through food. Differences in
climate and culture can come alive through stories, pictures, and projects. Geography,
transportation, lifestyles, and media impact can determine where food comes from,
availability and food choices. --SS
Science concepts are learned as a child investigates and discovers the nature of
food. The child finds the origin of food plant, animal and synthetic. Food changes
from one state or form to another as the child mixes and creates temperature changes.
Field trips enhance knowledge of food processing and food quality. Kindergarten is a
good time to begin the study of the origin of food and growing things. How does a plant
grow, what does a plant need to grow, where does it grow, and when does it grow? What
is an egg, and why does it hatch? What effect does food have on the way we feel, look,
and behave? S,H
A sense of quantity and measurement are developed through preparing and
serving food. Measuring for recipes, timing, the dividing of proportions (fractions) and
the setting of the table all involve mathematics. The child counts the number of cups in
the recipe. The child can classify the varieties of food and focus on size, shape, and
space. M
As children prepare and eat food, the opportunities to learn, express, write and
read new concepts are endless. As the teacher works with children, the teacher should
use the correct term for the food, equipment, or process i.e., pop corn, dissolve powder in
liquid, squeeze oranges, melt butter, boil water, taste bitter, etc.R.
The child
recognizes and differentiates shapes, sizes, and signs, and begins to read labels and
follow recipe directions. R,M,S The child expresses questions, concerns and exchanges
ideas. Children may want to bring home a recipe to share with families. Picture recipes
for the year may make a great Mothers Day present. Letters to parents help to reinforce
classroom objectives. SS

A cooking activity can center around culture studies (e.g., Native Americans),
literature (e.g., The Gingerbread Man, Stone Soup), ethnic backgrounds (e.g., tacos,
kugel), alphabet letters (e.g. A is for applesauce, B is for butter), or holidays. The
number of times in a year that a class cooks is a teacher and group preference. Cooking
is fun and it offers kindergartners a wide variety of experiences and learning
opportunities. SS,R, W,H

SAMPLE PLANNING SHEET FOR

TEACHER USE IN COOKING ACTIVITIES
PLANNING YOUR COOKING PROJECT
Date____________________________
Type:

all children prepare

Project_______________________________

small groups

Consider: foods in season, experience, weather

(circle one)
(CHOICE: hot or cold food)

Reason for choosing project, in terms of childrens learning: i.e.,

. experience
. similarities and differences
. eye-hand coordination
in
color(s),
size(s),
weight
exercise
. entire process experience
. thermal concept
. other
. other culture
.
small
muscle
skill
. texture changes in cooking
experience
. smell
Particular skill(s) you will stress: (limit number of skills for younger children, may
include several for older children), i.e.,
. pouring
. mixing
. beating
. peeling
. slicing
. scrubbing
. spreading
. juicing
. food on a
. grating
stick skills
. sorting
. rolling
. grinding
. etc.
.
measuring
. dipping
. cracking
. cutting
Equipment needed: (circle what you need to bring from home)
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Ingredients you need to bring: (include quantity)
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________

______________________
______________________
______________________
______________________

Procedure step by step (include preliminary preparation if any and what assistant
cooking volunteer can do)
1. _______________________________
6. ________________________________
2. _______________________________
7. ________________________________
3. _______________________________
8. ________________________________
4. _______________________________
9. ________________________________
5. _______________________________ 10. ________________________________

SAMPLE
The following is an example of how a cooking experience may be introduced
and carried out.

Applesauce
Part of an Autumn Apple Unit
+ We tell a star in the center story
+ We write in apple shaped journals and create apple prints at art
+ After graphing the apple color chosen (many colors available) the child
estimates how many seeds are in the apple
+ The estimate is written on a large construction paper apple created by
the child
+ The hand and apple are washed. Clean apples and paper apples are taken
to a table where an adult cuts the apple star out
+ The star and seeds are taped onto the paper apple. The actual number of
seeds are written onto the paper apple and circled.
+ The adult supervises while the child dices the real apple.
+ The entire class will fill an electric frying pan. The adult will measure
with the class watching 1 teaspoon of cinnamon, cup of sugar, and 1 cup
of water
+ The apples need to cook about 15 minutes and cool somewhat.
+ The class helps squish the apples with a potato masher. Discuss while
working how the apples changed. Note the color, the smell, and the
texture
+ The class can eat together. Use cups and spoons. While eating write a
recipe together. It can be sent home in the next newsletter, or made
into a job for the next day. The job could require each child to illustrate
it, write about it and then take it home.

SAMPLE RECIPE CARD FOR APPLESAUCE

A is for Applesauce
1. 6-8 medium sized apples
2. peel

, slice

and remove seeds

3. put sliced apples in pan

4. add 1 teaspoon of cinnamon 
5. add cup of honey

Honey

6. heat apples on top of stove

at low temperature until they
are very tender, about 15 minutes
7. put cooked apples in blender

and blend smooth

EAT IMMEDIATELY!! DONT BURN YOUR TONGUE

SAMPLE FRUIT/VEGETABLE SALAD CARDS

Fruit salad

1 slice apple
cut

(1)

slice pineapple
cut

(2)

5 raisins

(3)

banana
cut

5 small marshmallows

(4)

(5)

stir and eat

(6)

Vegetable salad with sour cream dressing

1 lettuce leaf
torn

1 cherry tomato 1 celery piece 1 carrot stick peas from

halved
cut
cut
a pea pod

1 slice zucchini
cut

Toss in a
Salad bowl

dressing:

sour
cream

(1)

vinegar

sugar

tsp
(2) Tarragon
Vinegar

1T

salt

Pour on salad

(3)

pinch

(4)

dash

(5) drop of lemon (6)

juice

SUNNY CARROT SALAD

1. Wash

(carrots)

2. Peel

(carrots)

3. Grate

(carrots)

In

(bowl):

Put
Put in 10
Put in 1
Stir . . . .
Eat . . . .
Yum! Yum!

(cup)

(carrots)

(raisins)
(spoon)

(pineapple)

Toss
Eat!

Snack Time
Snack time is another opportunity to integrate basic concepts and good nutrition into the
kindergarten program. Snack time can be a whole group activity or a small group activity.
Development of the Snack Program
A calendar may be sent home monthly with a childs name assigned to each day if snack
is done on a daily basis. A basket sent home the day before as a reminder and a carrier is helpful
when snack is done daily. The reminder may also be a simple as a sticker the day before.
To stress good nutrition a letter to parents may be sent home.

SAMPLE SNACK LETTER TO PARENTS

Dear Parents,
Starting October 17, we will have a self-help snack area set up in our
kindergarten room during our area time between 9:00-10:00 for morning, and
12:15-1:15 in the afternoon.
This area is set up to provide opportunities in self-help skills; preparing a
snack, cleaning up, pouring, buttering, spooning, etc. This is also a time to sit and
chat with friends.
The area is set up for children to sign in by name, shape, or anything being
worked on that day. They rotate into other areas when they have finished their
snack, to let other children have a turn. Please make snacks easy for the child to
prepare, i.e., with enough napkins, spoons, cups, or whatever is necessary. You
may also want to tell your child or write a note telling how many each child is
allowed, i.e., 2 crackers and 2 pieces of cheese, or 2 slices of apple, or 1 bag of
popcorn. Not all snacks have to be prepared by children - be creative this is a
fun time for the kids.
Birthdays may still be celebrated in a large group snack if the child wishes.
There are 24 children in the morning with a few helpers and 25 with a few helpers
in the afternoon.
We all appreciate the nutritional snacks that we have been eating; fruit,
celery and peanut butter, popcorn, trail mix, peanut butter balls (a big hit), and
many, many more. Thanks for your support.

Bon Appetit!

Setting up the Snack Table

Snacks served as a center activity and during center times need to be set up so that
children can take care of the process with little adult supervision. There needs to be a limit to
how many can be at the table at one time. Hand washing and cleaning up after a child is finished
eating should be required. The child bringing the snack can create directions for how to serve
the snack. Any special features of the snack may also be written at home or at school. Children
are interested in snacks that begin with the letter of the week or follow a theme that is being
explored class wide
Snacks served altogether need to be set up by the child providing them and a helper. The
other children may use this time to wash hands and to take a bathroom break.
Many schools have a milk program and serve milk during snack time. Some schools purchase
the milk through the PTA or other sources. Some ask parents to send in a fee for the year.
Teachers may choose to purchase milk every day or may decide to supply it less often,
dependent upon the nutritional needs of the class.

Teacher Introduction of the Snack Table

As a whole group, the class may write directions together and discuss any specifics about
that particular snack. A teacher may have the class decide about hand washing and cleaning up
rules. The school nurse may be available to come in and demonstrate the best technique.
Having an authority talk about why this is important always causes thought. Discussing how
nice it is to eat at a clean table help others remember to follow through.
Sponges by the sink and a spray bottle with vinegar and water help keep things tidy.
Recommended List of Snack Materials (listed in order of priority)
sponges
napkins
spray bottle
Snack Ideas and Curriculum Connections
R= Reading

W=Writing

M=Math

S =Science

SS=Social Studies

H=Health

Snack may be a time to try food from a specific culture. ---SS

Snack may be used to reinforce a letter of the week. The name of the food may be written on
a wall chart dictionary being created by the class. ---W, R

Directions for preparing snack may be written by the child providing it, or by the class
dictating it as a whole group. --- R, W, M

Food may be described as falling into a specific section of the basic food groups. ---S, H

Snack times are a social experience providing a time to practice sharing, good manners, and
good hygiene. ---SS, H

DRAMATIC PLAY

Dramatic play, where the child takes on

adult roles is a natural medium of learning
through which the child expresses an understanding of life. A child naturally becomes a
part in that environment and identifies with
it. A child reproduces phases of the experience as they internalize concepts from all
area of the kindergarten curriculum.

Dramatic Play Center

The value of play in the kindergarten classroom is immeasurable. Play serves an
important function in the cognitive, creative, language, social and physical development
of young children. Research tells us that the kind of play which allows children to
choose their learning focus and fosters a broad range of developmental goals, should be
included as an essential element in the kindergarten classroom.
The dramatic play center is just such a medium for learning. Through this center,
the kindergarten teacher can create the conditions where process and content are woven
together, as they are in our everyday lives. The process areas of language like; reading,
writing, speaking and listening can be naturally integrated with the content areas of
mathematics, science and social studies.
Development of the Dramatic Play Center:
Dramatic play center themes can be generated in four major ways:
!

from free play and/or child interest

one type of dramatic play generates another

the whole class chooses a topic

teacher choice

No matter how the dramatic play theme is chosen collaboration, at some point,
between the children and teacher is an important part of the process. The theme should
fit certain criteria:
!

does it directly relate to a life situation that is meaningful for the children?

is there enough physical space to produce constructive and valuable play?

can the theme be supported by gaining information from other sources; such as, field
trips, classroom visitors, audiovisuals or books?

will the choice of theme lend itself to opportunities to expand childrens interests,
experiences and concepts?

does it offer opportunities for discussion and problem solving of social situations as a
means of fostering personal growth and building a sense of community?

Setting Up the Dramatic Play Center:

Materials in the dramatic play center can be very simple and will vary with the
integration of thematic units. The materials should be set up in a contained area of the
classroom. It may be located next to an adjacent center where interaction and
cooperative play would be appropriate. The items in the center should be arranged in an
orderly manner. The orderliness invites constructive use. A system of labeling, plus

thoughtful arrangement will facilitate clean up and foster independence. The equipment
should be sturdy enough for group use and small enough for a child to use alone. Many
times materials from other centers can be appropriated to enhance the dramatic play
center. Hollow blocks are particularly useful in building the foundation for furniture
and other play structures in the center.
Introducing the Dramatic Play Center:
Introducing the center and modeling the kind of play to take place there is critical.
We shouldnt assume that children would know how to use the materials appropriately.
Role-playing some brief activities in the center provides an ideal opportunity to solicit
the childrens help in setting limits and developing rules for play. Depending on the type
of dramatic play center, four children at a time has proven to be a reasonable number in
most classrooms and is an effective playgroup.
Dramatic Play Center Example:
Development
The kindergarten year in Ms. Samples room, started with a house theme
in the dramatic play center. Ms. Sample chose this theme because she felt all
children could relate to some type of home environment, the theme was part of
her school curriculum and she could use materials and props that were readily
available. After several weeks of initial free play in the center, Ms. Sample
noticed the children consistently role-playing as customers and waiters. She then
guided the class in a discussion of eating establishments. They explored the roles
of the workers and customers in a restaurant and Ms. Sample scheduled a field
trip to a local pizza parlor. They decided their next center would be the Kinder
Cafe.
Set Up
With the childrens help, Ms Sample gathered materials for the cafe and
decided what furniture from the house could be used. She decided to use the
same house area because it was relatively self-contained and far enough away
from quieter areas of the room. In an adjacent area, the block center, she placed a
wooden steering wheel platform and hollow blocks that could be used to build a
car to take diners to the restaurant. Within the cafe space she arranged two
seating areas and a kitchen. Props included:
! play food: sorted into six

labeled containers (meat,

vegetables, bread, fruit, dessert
and drinks)
! cash register
! table service for four
! checkered tablecloths

! glass coffee pot (painted brown

to look full)
! silk flowers in a vase (2)
! student-made menus with

magazine cut-outs to match the

six food categories
! serving tray
! telephone

! aprons and chefs hat play

! salt and pepper shakers (2 sets)

money
! teacher-made Guest Check

booklets with the same six

divisions
Introduction
Ms. Sample asks the class to gather around the Kinder Cafe. She
chooses individuals to help model the parts of customers, server and chef. The
customers are given wallets or purses with play money and told to call the cafe
to make reservations. A board with class names is next to the telephone and the
server crosses off the customers names when they arrive. The chef is busy
writing on a wipe-off board thats labeled: Todays Special. After seating the
customers with menus, the server returns with silverware and cups and asks for
the order. Ms. Sample shows how the server takes the order form to a board
labeled Orders In. The chef fills the order, puts the filled dishes on a serving
tray and then moves the form to Orders Up. Ms. Sample guides the server in
delivering the food and tallying up the check. The customers leave a tip on the
table and pay the check at the cash register. As they leave, Ms. Sample models
Please come and see us again! Shes sure to have steady customers!

Recommended List of Dramatic Play Materials - (prioritized)

#
#
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#
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telephones (2)
full length mirror / hand mirror
high chair
cradle
clothes rack
steering wheel platform
housekeeping set (broom, mop, and dustpan)
set of toy pots/pans
dress-up clothes
grocery cart
play money
ironing board/iron
doll stroller

Dramatic Play Center Themes

Homes

Recreation Areas

Farm
House
Teepee
Trailer
Log Cabin

Aquarium
Bowling Alley
Puppet Theater
Childrens Museum
Campsite
Zoo
Cafe/Restaurant

Offices and Factories

Stores and Shops

Architects Office/
Construction Site
Bank
Chicken Farm/Hatchery
Doctors Clinic
Invention Factory
School Office
Space Center
Veterinarians Office
Science Laboratory

Pet Shop
Beauty Parlor/Barber Shop
Department Store
Farm Stand
Greenhouse/Nursery
Grocery Store
Ice Cream Parlor
Toy Shop
Shoe Store
Book Store
Carpentry Shop

Public Service
Fire Station
Drivers License Bureau
Hospital
Library
Police Station
Post Office
Airport
Weather Department/ TV Station

Curriculum Connections for Dramatic Play Centers

The following are curriculum connection ideas for the dramatic play center.
Although all play center themes will not relate as easily to some curriculum areas as
others, the kindergarten teacher should strive to focus on at least one or two areas for
each thematic center. By nature, the dramatic play center is a language-rich environment.
The process areas of reading, writing, speaking and listening are easily integrated. But
many opportunities exist to incorporate ideas that will enhance learning in the content
areas of math, science and social studies, as well.

Labeling center props and environmental print are two of the easiest ways to
bring reading into the center. Many times writing opportunities are best served in a
separate center where the writing assignment serves as a ticket to enter the dramatic
play area. Cooking activities and science experiments that are part of the play center will
need to be simple and designed for independent child use with little adult supervision
needed.
Ideas for curriculum connections:
R = Reading

W = Writing

M = Math

S = Science

SS = Social Studies

Homes:
!
!
!
!
!

print labels for common household props; telephone, couch, dresser,

stove, refrigerator, window ---R
measurement activities related to cooking ---M
environmental print labels; Hoover, Comet, SONY, Whirlpool ---R
pad/pencil set to create To Do list of household chores ---W
artifacts and reproduction tools; animal skins, arrowheads, mortar and pestle
(teepee) ---SS

Recreation Areas:
!
!
!
!
!

simple mapping activities; north/south, mountain, mileage key (campsite) ---SS

labeled exhibits; mammals, reptiles, coral reef, open ocean (zoo/aquarium) ---S
score-keeping with a tallying system (bowling alley) ---M
matching menu items to guest check booklets (cafe) ---R
wipe-off board for announcing show times/play titles (puppet theater) ---W

Offices and Factories:

!
!
!
!

office machinery; adding machine computer, typewriter ---R

sorting activities to develop money concepts (bank) ---M
materials for basic independent experiments (laboratory) ---S
letter identification in the form of an eye exam (doctors clinic) ---R

Stores and Shops:

!
!
!
!
!

growing plants from seed (nursery) ---S

using scales (grocery) and cash registers (retail) ---M
labeled produce sections (farm stand) ---R
making grocery list at separate center before shopping ---W
price tags and receipts (department store) ---M

Public Service:
poster illustrating the water cycle (TV station) ---S
!
filling out simple health forms (hospital) ---W
!
labeling basic road signs (drivers license bureau) ---R
!
I.D. tags for emergency room workers; ambulance driver, nurse, doctor, orderly
(hospital) ---SS
!

FIELD TRIPS

The purpose of the field trip should

be to extend the childs knowledge of
the environment. The trip is most meaningful when its purpose is to seek answers to childrens questions or satisfy
curiosities about a particular concept.

Field Trips
The purpose of a field trip should be to extend the childs knowledge of the
environment. The goal is to provide the opportunity for the child to gather and assimilate
knowledge in order to gain a more complete understanding about the real world. The trip
is most meaningful when its purpose is to seek answers to childrens questions or satisfy
curiosities about a particular concept that has been introduced in the classroom.
Kindergarten children enjoy first hand experiences; they want to go see for themselves.
People resources, stories, videos, pictures and discussions can supplant these
experiences. Later in the classroom, this information can be assimilated and transformed
by dramatic play in order to produce real learning.
Planning the Field Trip:
An important criterion for choosing field trips for kindergarten children is a trip
that allows children to be active participants and not merely on-lookers or a captive
audience. The teacher should explore possibilities within the community that will meet
the childrens needs. In all cases, the teacher should scout the trip site and chat with the
people being visited. The teacher should arrange transportation well in advance, whether
it is by bus or volunteer drivers. This would be a good occasion to include mothers,
fathers, grandmothers, or grandfathers, as a way of involving them in the education life of
the group and to extend their own perspectives of the community.
The teacher should prepare the children by discussing with them a few days in
advance where you are going and why. The teacher should speculate with them about the
anticipated experience and formulate some simple questions that the trip might answer.
This will give the trip a focus. Kindergarten children need practice developing the
concept of what is a question? The teacher may want to role-play asking questions and
have the students determine true questions from telling stories.
The teacher should plan on carrying a traveling first-aid kit, tissues and a cell
phone. A portable microphone system is helpful. It may be utilized on the bus trip as
well as, to enhance the presentation and help the group stay focused. The teacher or a
volunteer should plan to take a camera to document the experience and add to follow-up
reinforcement activities.
Conducting the Field Trip:
The teacher should review basic safety rules; stay with the group and hold your
partners hand. Adults should space themselves strategically at the front, middle, and end
of the group and be assigned to a small group of children. A 5:1 child to adult ratio is
recommended. Controls are necessary and procedures for travel must be spelled out
clearly and carried through, but over-insistence on perfect lines and handholding will kill
the spirit of the event. Five-year-olds are orderly in a general way but do not expect
army efficiency in conforming to rules.

On the bus ride to and from the field trip, the teacher may utilize previously
learned songs, finger plays, chants and poetry. Open-ended songs/chants that adults can
join work best i.e. Who Stole the Cookies? as well as, songs that can have student
names inserted and childrens classics i.e.: Eency, Weency Spider. Rhythmic clapping
activities are good time-fillers and help to hold the group together if it is beginning to
disintegrate. Doing pattern searches outside the bus windows is another management
idea. If a portable microphone/speaker system is available, passing the microphone
around the bus and allowing children and adults to introduce themselves is another
helpful idea. A battery operated cassette/CD player would be useful to keep the children
in tune or just as a quiet listening activity. (The bus driver will especially appreciate
this one!)
During the presentation the teacher can model and express genuine interest by
asking questions in thought-provoking terms; i.e., I wonder how . . . What do you
suppose . . . with out pressing for an instant answer. This will help guide the children
when the opportunity arises for asking their own questions.
Follow-up from the Field Trip:
After the trip, when the children have digested their impressions, the teacher may
initiate discussions, starting with the main question, and making other simple generalities
using whatever props are appropriate.
Curriculum Connections and Reinforcement activities might include:
W=writing
R=reading
M=music
B=block-building
A=art
!

!
!

L=listening

CM=creative movement

Story-writing: stories growing out of the discussions might be written down as

classroom news and perhaps photo illustrations or appropriate drawings done by
those children who want to contribute might be used. A group thank-you might be
written and children can write about and illustrate their experiences individually, as
well. ---W,R
Recording: a tape recording can be made of a discussion about the field trip.---L
Musical Movement: the teacher can help the children improvise on one of the action
scenes of the trip, or imitate an animal or machine; using instruments to provide a
suitable mood. ---M,CM
Dramatizations: any acting out of an experience helps internalize the learning,
making it a genuine, integral part of the learner. In block-building, for example, the
teacher might suggest adding something the children had seen on the trip; or with a
few real life-sized props, some of the children might act out an event or process and
take on roles. ---B

Visitors to the Classroom:

While the field trip may be a good example of a first-hand experience, it may not
always be the most practical. It is often easier to bring the resources into the classroom.
There are people who work in the community who may be willing to come into the room
to share their working lives and even their tools with children. In planning for a visitor,

the possibilities for learning should not be overlooked by the teacher. Children need to
have their curiosities aroused. The teacher will want to plan for the visitor and perhaps
write a group invitation and have questions formulated in advance. Follow-up activities
might include a special note of thanks and role-playing and dramatic plays based on
identification with the guest.
Possibilities for Field Trips
!
!
!
!
!
!
!
!
!
!
!
!
!
!

pumpkin farm
apple orchard
turkey farm
general farm with livestock
gas station/auto repair
road construction crew
sign painters
veterinarian practice
fire station
nature preserve
grocery store
train depot
city bus ride
pizza parlor

!chicken hatchery
!bakery
!farmers market
!shoe repair shop
!radio/TV repair
!building site
!horse stables
!post office
!zoo
!local tour train
!pet store
!National Guard Armory
!childrens museum
!hospital

Possibilities for Classroom Visitors

!
!
!
!
!
!
!
!
!

firefighter
mail carrier
carpenter
dentist/hygienist
artist
college athlete
musician
chef
mother/new baby

! police officer
!store manager
!doctor/nurse/EMT
!veterinarian
!TV personality
!armed forces personnel
!dancer
!hair stylist
!scientist

HEALTH ACTIVITIES

Kindergarten is the ideal time to

introduce and begin to establish a healthy lifestyle. Kindergarten students can often be the
inspiration for a family to examine health
habits. It is never too early to start living a
healthy life!

Health Activities
With kindergarten as a childs first introduction into public education, it is
important to have a variety of health activities so children get an early start establishing
good health habits. In many schools the school nurse and counselor take an active role in
providing many of the activities, but it is important to provide activities that are not
covered or need extra coverage. Teachers may want to contact the school counselor and
nurse at the beginning of the year to see which person is willing to cover which area.
This will ensure that the identified objectives are covered. Many activities fit well into
other curriculum areas or can even be covered with a center approach.
Introducing Health Activities
Large group activities lend themselves well to the health curriculum. It is
important that children understand that these issues are very serious and beginning with
childrens literature or a short film may help activate interest and create an atmosphere of
seriousness. Some of the topics, like personal safety and bathroom hygiene, may need to
be covered several times throughout the year. An especially good format tot use with
health units is role playing; nothing captures the attention of a kindergarten student more
than watching their peers act out situations.
Recommended list of Health Materials in order of priority
!
!
!
!
!
!
!
!

Childrens medical kit (for dramatic play)

Food pyramid poster or puzzle
Human body charts or books
Oversized denture set with oversized toothbrush
Feelings chart, books, puzzles, or puppets
Fire safety books or posters
Puppet set with health workers
Puppet set with family members

Strategies To Teach Health Objectives

The following are examples of strategies to teach health objectives and are organized
according to specific curriculum objectives. For each objective, the teacher may:
Healthy Lifestyles:
! Go for a walking field trip to a local park and on the way talk about the importance of

exercise
! Bring a snack to eat at the park, in a group setting. Or, have a discussion about

health, snacks, prior to the field trip.

! Eat the snack in a large group and have each child tell why their snack is healthy.
! Notice safety signs and safety procedures on a walk and discuss how there are

different behavior expectations at school, home or on a field trip.

! Talk about bathroom hygiene and the spread of disease then take a trip to the

bathroom and have everyone practice appropriate hand washing skills.

Risk Taking Behaviors:

! Discuss behaviors they think may get them into trouble and explore each suggestion

(This discussion may well cover many other aspects of the health curriculum as
children talk about smoking, drinking, or drugs)
Communication Skills for Healthy Relationships:
! Use a family set of puppets in the puppet center and/or have each child create their

own family puppet set.

Mental and Emotional Wellness:
! Talk about personal safety and have the children role play different dangerous

situations, doing one or two situations a day a week.

! Discuss who can help in dangerous situations and how they might be feeling.
! Listen to a variety of books on feeling, make a class feelings chart, and make a

personal feelings chart to take home.

Consumer Health:
! Explore a variety of drug store products and sort them according to safe and unsafe,

health and unhealthy.

! View common symbols to help identify poisons.
! Help develop a hospital in the dramatic play center.
! Visit with fire fighters that come to the school with their fire truck, or go on a field

trip to the local fire station, hospital, dentist, or police station.

LIBRARY LISTENING

The purpose of good books:

To enrich the real and imaginative life
of the child through stories, poetry,
rhymes.
To develop appreciation for good books
and stories and proper care of books.
To develop an awareness of the printed
word.
To develop compassion and a feeling of
relatedness with humanity.

Library Center
The library center is a comfortable, quiet spot for children to choose, explore and
enjoy a variety of written materials. Reading in this center can be shared with others, or
students can read quietly alone. This center provides a wonderful extension for thematic
units that are occurring in the classroom.
Don Holdaway, a New Zealand Educator, claims in his book Foundations of
Literacy that the developmental model for how children learn to read includes these four
steps:
1. Students observe demonstrations.
2. Students are encouraged to actively participate in the demonstration.
3. Students practice reading independently.
4. Students gradually become confident and competent in their own skills.
The library center plays an important part in a kindergarten language arts
program. It is in the library center that students try out, or practice independently, the
reading skills and strategies they have observed in class. When a student rereads a book
that has been read by the teacher during a shared reading activity, the student will be
strengthening their confidence as a reader. They are establishing an understanding of
story structure, expanding their vocabulary, strengthening conventions of print and
developing sound-symbol relationships.
Development of a Library Center:
The teacher should choose an area in the classroom that will be designated as the
library center. The reading that takes place in this center tends to be a quiet activity, so it
is best to locate this center close to other quiet centers. Many classrooms are able to
define their library center with a reading loft. If reading lofts are not available, a carpet
with beanbag chairs, a small child-sized couch with pillows, a tent, or even an old bathtub
full of pillows may define the space. Whatever is chosen to use for the library center, it
should be kept in mind that the purpose of the library center is to provide children with a
quiet, comfortable place to enjoy books.
When choosing books for the library center, a variety of genres should be
represented. Fact and fiction, poetry, and charts, predictable books, magazines, and classmade books should be included. Most importantly, books the children have enjoyed
during a class shared reading activity should be put into the library Center to provide
children with independent practice. Too many books in this center may overwhelm
children, so only a few books that are appropriate to thematic units and from class read
alouds should be used. Books should be changed often so students do not become tired of
the materials in this center.

Listening Center
Like the library center, the listening center is a quiet place for students to listen to
cassettes and CDs. The listening center provides children with an opportunity to hear a
story repeatedly, developing the associations between written and spoken words.
Conventions of print are also developed in this center as students independently follow a
text with the spoken word. The listening center is a wonderful extension for thematic
units that are being taught in the classroom.
Development of a Listening Center:
A quiet place is needed for the listening center. The center is often placed near the
library center. This center includes a tape player and/or CD player, as well as, headphones
for a specific number of children. The teacher may choose to have a specific tape with
multiple copies of a book in this center, or students may be provided with a choice of
books and tapes. Children also enjoy listening to music and following along in
songbooks.
For management of tapes and books, it is helpful to color code tapes and
corresponding books so children may operate the listening center independently. It is also
convenient to put color codes or markings on the tape player itself so children can also
learn to operate the tape player independently.

The following is a literature list for the Library/Listening Center:

Ahlberg, Janet, and Allan Ahlberg. 1978a. Each Peach Pear Plum. New York:Scholastic.
1978b. The Jolly Postman. New York: Scholastic.
Aker, Suzanne. 1990. What Comes in 2s. 3s, and 4s? New York: Simon and Schuster.
Alborough, Jez. 1992. Where's My Teddy? Cambridge, MA: Candiewick.
Angelou, Maya. 1993. Life Doesn't Frighten Me. New York: Stewart, Tabor! and Chang.
Anno, Mitsumasa. 1977. Anno's Counting Book. New York: Thomas Y. Crowell.
Arnold, Tedd. 1987. No More Jumping on the Bed. New York: Dial.
Arnold. Tedd. 1992. The Signmaker's Assistant. New York: Dial.
Asch, Frank, and Vladimir Vagin, 1989. Here Comes the Cat! New York: Scholastic.
Avison, Brigid. 1993. I Wonder Why I Blink and Other Questions About My Body. New
York: Kingfisher Books.
Ayiesworth, Jim. 1992. Old Black Fly. New York: Henry Holt.
Baer, Gene. 1989. Thump, Thump, Rat-a-Tat-Tat. New York: Harper and Row.
Bagert, Brod. 1997. Gooch Machine: Poems for Children to Perform. Honesdale, PA: BoydsMiII
Press.
Baskwill, lane. 1989. Pass the Poems Please. Halifax, NS: Wild Things Press.
Bayer, lane. 1984. A My Name is Alice. New York: Dial.
Baylor, Byrd. 1986. I'm in Charge of Celebrations. New York: Scribner.
Bedard, Michael. 1992. Emily. New York: Doubleday.
Blumenthal, Deborah. 1996. Chocolate-Covered-Cookie Tantrum. New York: Clarion.
Branley, Franklyn. 1986a. Air Is All Around You. New York: Harper and Row.

1986b. Snow Is Failing. New York: Harper and Row.

1986c. What Makes Day and Night? New York: Harper and Row.
Brett, Jan. 1989. The Mitten. New York: G. P Putnam.
. 1992. The Trouble with Trolls. New York: G. P. Putnam.
Brown, Margaret Wise. 1947. Goodnight Moon. New York: HarperCollins.
1949. The Important Book. New York: HarperCollins.
Brown, Ruth. 1981. A Dark Tale. New York: Dial.
Browne, Anthony. 1989. The Tunnel. New York: Knopf.
Bucknall, Caroline. 1988. One Bear in the Picture. New York: Dial.
Bunting, Eve. 1989. The Wednesday Surprise. New York: Clarion
1991. Fly Away Home. New York: Clarion.
Burningham, John. 1985a. Colors. New York: Crown.
1985b. John Burningham's 1 2 3. New York: Crown.
1996. Shopping Basket. Cambridge, MA: Candiewick.
Burton, Virginia Lee. 1942. The Lillie House. Boston, MA: Houghton Mifflin.
1976. Mike Mulligan and His Steam Shovel. Boston, MA: Houghton
Mifflin.
Cannon, lanell. 1993. Stelloluma. New York: Harcourt Brace.
Carle, Eric. 1981. The Very Hungry Caterpillar. New York: Philomel.
1990. The Very Quiet Cricket. New York: Philomel
1993. Today Is Monday. Philomel. New York.
1996. Little Cloud. New York: Philomel.
Carlson, Nancy. 1994. How to Lose All Your Friends. New York: Viking.
1996. Sit Still! New York: Viking.
Chase, Edith Newlin. 1996. Secret Dawn. Buffalo, NY: Firefly Books.
Christelow, Eileen. 1996. Five Little Monkeys with Nothing to Do. New York: Clarion.
Christensen, Bonnie. 1994. An Edible Alphabet. New York: Dial.
Cohen, Miriam. 1967. Will I Have a Friend? New York: Macmillan
Conrad, Pam. 1989. The Tub People. New York: Scholastic
1996. The Rooster's Gift. New York: HarperCollins.
Day, Alexandra. 1989. Carl Goes Shopping. New York: Farrar, Straus and Giroux
DePaola, Tomie. 1989. The Art Lesson. New York: G. P. Putnam.
1996a. Baby Sister. New York: G. P. Putnam.
1996b. Strega Nona. New York: G. P Putnam.
de Regniers, Beatrice. 1988. Sing a Song of Popcorn. New York: Scholastic.
Diller, Harriet. 1996. Faraway Drawer. Honesdale, PA: Boyds Mill Press.
Dorros, Arthur. 1991. Follow the Water from Brook to Ocean. New York: Harper and Row.
1992. This Is My House. New York: Scholastic.
Dunrea, Olivier. 1989. Deep Down Underground. New York: Macmillan.
Duvoisin, Roger. 1962. Our Veronica Goes to Petunia's Farm. New York: Knopf.
Eastman. P. D. 1960. Are You My Mother'. New York: Random House.
1961. Go Dog Go! New York: Random House.
Ehiert, Lois. 1987. Growing Vegetable Soup. New York: Harcourt Brace lovanovich.
1991. Red Leaf, Yellow Leaf. New York: Harcourt Brace lovanovich.
Ehrlich, Amy. 1993. Parents in the Pigpen, Pigs in the Tub. New York: Dial.
Elting, Mary, and Michael Folsom. 1980. 0 is for Duck. New York: Clarion.
Ernberley, Ed. 1967. Drummer Hoff. New York: Prentice Hall.
Eovalsi, Maryann. 1987. The Wheels on the Bus. Boston, MA. Little, Brown.

Flack, Marjorie, and Kurt Wiese. 1933. The Story About Ping. New York: Viking.
Fox, Mem. 1989. Koala Lou. New York: Harcourt Brace.
1993. Time for Bed. New York: Harcourt Brace.
1995. Tough Boris. New York: Harcourt Brace.
1996. Zoo-Looking. Greenvale, NY: Mondo.
Frasier, Debra. 199 1. On the Day You Were Born. New York: Harcourt Brace.
Freeman, Don. 1964. Dandelion. New York: Viking.
Geisel, Theodore. 1957. The Cat in the Hat. New York: Random House.
Gibbons, Gail. 1985. The Milk Makers. New York: Macmillan.
Giganti, Paul, Jr. 1992, Each Orange Had 8 Slices. New York: Greenwillow
Greenfield, Eloise. 1972. Honey, I Love. New York: Thomas Y. Crowell.
1991. First Pink Light. New York: Black Butterfly Children's Books.
Hague, Michael. 1992. Twinkle, Twinkle, Little Star. New York: Morrow.
Hale, Sarah losepha. 1990. Mary Had a Little Lamb. New York: Scholastic.
Harley, Bill. 1996. Sitting Down to Eat. Little Rock, AR: August House.
Harris, Robie H. 1996. Happy Birth Day! Cambridge, MA: Candiewick.
Hartman, Gail. 1991. As the Crow Flies: A First Book of Maps. New York: Bradbury
Hayes, Sarah. 1986. This Is the Bear. Cambridge, MA: Candlewick.
Heller, Ruth. 1981. Chickens Aren't the Only Ones. New York: Grosset and Dunlap.
1991. Chrysanthemum. New York: Greenwillow.
Henkes, Kevin. 1996. Lillys Purple Plastic Purse. New York: Greenwillow.
Hest, Amy. 1995. In the Rain with Baby Duck. Cambridge, MA: Candlewick.
1996. Baby Duck and the Bad Eyeglasses. Cambridge, MA: Candiewick.
Hill, Eric. 1981a. Spot Visits His Grandparents. New York: G. P. Putnam.
1981 b. Spot's First Walk. New York: G. P. Putnam.
Hoban, Tana. 1989. Of Colors and Things. New York: Greenwillow. -.
1990. Exactly the Opposite. New York: Greenwillow.
Hoberman, Mary Ann. 1978. A House Is a House for Me. New York: Scholastic.
Hopkins, Lee Bennett. 1988. Side by Side: Poems to Read Together. New York: Simon and
Schuster.
Houston, Gloria. 1992. My Great Aunt Arizona. New York: Harper and Row.
Howe, James. 1984. The Day the Teacher Went Bananas. New York: E. P. Dutton. -,
1986. There's a Monster Under My Bed. New York: Atheneum.
Hutchins, Pat. 1968. Rosie's Walk. New York: Macmillan.
1972. Goodnight Owl. New York: Macmillan.
1986. The Doorbell Rang. New York: Greenwillow.
Isherwood, Shirley. 1996. Something for James. New York: Dial.
Jeunesse, Gallimard. 1994. Pyramids. New York: Scholastic.
Johnson, Angela. 1989. Tell Me a Story, Mama. New York: Orchard.
Johnson, Dolores. 1994. Papa's Stories. New York: Macmillan.
Johnston, Tony. 1996. Once in the Country: Poems of a Farm. New York; G. P. Putnam.
Jonas, Ann, 1989. Color Dance. New York: Greenwillow.
Kandoian, Ellen. 1989. Is Anybody Up? New York: G. P. Putnam.
Kellogg, Steven. 1988.Jlohnny Appleseed. New York: Morrow.
Killilea, Marie. 1992. Newf. New York: Philomel.

Kinsey-Warnock, Natalie. 1992. Wilderness Cat. New York: Dutton.

Komalko, Leah. 1990. My Perfect Neighborhood. New York: Harper and Row.
Kovalski, Maryann. 1987. The Wheels on the Bus. Boston, MA: Little, Brown.
Krasilovsky, Phyllis. 1993. The Woman Who Saved Things. New York: Tamourine Books
Kraus, Robert. 1967. Come Out and Play Little Mouse. New York: Greenwillow.
1970. Whose Mouse Are You? New York: Macmillan.
1986. Where Are You Going Little Mouse? New York: Greenwillow.
Krauss, Ruth. 1945. The Carrot Seed. New York: Harper and Row.
Leaf, Munro. 1988. Wee Gillis. New York; Viking.
Lear, Edward. 1991. The Owl and the Pussyct. New York: G. P. Putnam.
Legge, David. 1994. Bamboozled. New York: Scholastic.
LeSieg, Theo. 1961. Ten Apples Up on Top. Boston, MA: Random House.
Lewin, Betsy. 1996. Chubbo's Pool. New York: Clarion.
London, Jonathan. 1996a. I See the Moon and the Moon Sees Me. New York: Viking.-.
1996b. Let the Lynx Come ln. Cambridge, MA: Candlewick.
MacDonald, Amy. 1990. Little Beaverand the Echo. New York: G. P. Putnam.
Manushkin, Fran. 1990. Lalkes and Applesamce. New York: Scholastic.
Martin, lane Read, and Patricia Marx. 1996. Now I Will Never Leave the Dinner Table. New York:
HarperCollins.
Martin, Bill, Jr. 1993. Old Devil Wind. New York: Harcourt Brace.-. 1994. Wizard. New York:
Harcourt Brace.
Martin, Bill, Jr., and lohn Archambault. 1986. Barn Dance! New York: Henry Holt.
1988. Listen to the Rain. New York: Henry Holt.
Martin, Mary lane. 1996. From Anne to Zach. Honesdale, PA: Boyds Mill Press.
Mayer, Mercer. 1987. There's an Alligator Under My Bed. New York: Silver, Burdett andGinn.
McBratney, Sam. 1994. Guess How Much I Love You? Cambridge, MA: Candiewick
1996. Dark at the Top of the Stairs. Cambridge, MA: Candlewick.
McDermott, Gerald. 1974. Arrow to the Sun. New York: Viking.
McDonald, Megan. 1995. Insects Are My Life. New York: Orchard.
Merriam, Eve. 1993. Twelve Ways to Get to Eleven. New York: Simon and Schuster.
Micklethwait, Lucy. 1993. Child's Book of Art: Great Pictures, First Words. New York:
Dorling Kindersley.
Murrow, Liza Ketchum. 1989. Good-Bye, Sammy. New York: Holiday House.
Nikola-Lisa, W. 1994. Bein'with You This Way. New York: Lee and Low.
Opie, Iona, ed. 1996. My Very First Mother Goose. Cambridge, MA: Candlewick.
Pallotta, Jerry. 1986. The lcky Bug Alphabet Book. Watertown, MA: Charlesbridge.
Peek, Merle. 1985. Mary Wore Her Red Dress. New York: Clarion
1987. The Balancing Act. New York: Clarion.
Penn, Audrey. 1993. Kissing Hand. Washington, I)C: Child Welfare League of America.
Perkin, Rex. 1948. The Red Carpet. New York: Macmillan.
Peterson, Cris. 1996. Harvest Year. Honesdale, PA: Boyds Mill Press.
Potter, Beatrix. 1901. Peter Rabbit, New York: Viking Penguin.
Prelutsky, lack. 1983. The Random House Book of Poetry for Children. New York:
RandomHouse.

Ouackenbush, Robert. 1973. Go Tell Aunt Rhody. New York: Lippincott.

Rogers, Fred. 1996. Let's Talk About It: Divorce. New York: G. P. Putnam.
Rosen, Michael. 1989. We're Going on a Bear Hunt. New York: Margaret K. McElderry Books.
Rounds, Glen. 1990. I Know an Old Lady Who Swallowed a Fly. New York: Holiday House.
Royston, Angela. 1992. Eye Openers: Sea Animals. New York: Macmillan.
Rylant, Cynthia. 1985. The Relatives Came. New York: Bradbury Press.
1996. Old Woman Who Named Things. New York: Harcourt Brace Jovanovich,
Sampson, Michael, and Mary Beth Sampson. 1997. Star of the Circus. New York: Henry Holt.
Schwartz, David M. 1985. How Much Is a Million? New York: Scholastic
Sendak, Maurice. 1962. Chicken Soup with Rice. New York: Scholastic.
Shea. Peg! Deitz. 1996. New Moon. Honesdale, PA: Boyds Mill Press.
Shelby, Anne. 1991, Potluck. New York: Orchard.
Sis, Peter. 1989. Going Up. New York: Greenwillow.
Slate, Joseph. i996. Miss Bindergarten Gets Ready for Kindergarten. New York: E. P.Dutton.
Small, David. 1994. George Washington's Cows. New York: Farrar. Straus and Giroux.
Smith, Sarah. 1995. The Library. New York: Farrar, Straus and Giroux.
Snowball, Diane. 1995. Chickens. Greenvale, NY: Mondo.
Steig, William. 1969. Sylvester and the Magic Pebble. New York: Trumpet Club
Stevenson, Robert Louis. 1990. My Shadow. New York: G. R Putnam,
Stoeke, Janet Morgan. 1994. Hat for Minerva Louise. New York: E. P. Dutton.
1996. Minerva Louise at School. New York: E. P. Dutton.
Taberski, Sharon, ed. 1996. Morning, Noon, and Night: Poems to Fill Your Day. Green-vale, NY:
Mondo.
VanAllsburg, Chris. 1988. Two Bad Ants. New York: Houghton Mifflin.
Voake, Charlotte. 1996. Ginger. Cambridge, MA: Candlewick.
Waddell, Martin, 199 1. Farmer Duck. Cambridge, MA: Candiewick.
1992. Owl Babies. Cambridge, MA: Candiewick.
1994. When the Teddy Bears Came. Cambridge, MA: Candlewick,
1996. You and Me, Little Bear. Cambridge, MA: Candlewick.
Wagner, Betty lane. 1997. The Three Billy Goals Gruff. Columbus, OH: SRA.
Walsh, Ellen Stoll. 1989. Mouse Paint. New York: Harcourt.
Ward, Cindy. 1988. Cookie's Week. New York: G. P. Putnam.
Wells, Rosemary, 1973. Noisy Nora. New York: Scholastic.
Wescott, Nadine. 1988. The Lady with the Alligator Purse. Boston, MA: Little, Brown. -.
1990. There's a Hole in the Bucket. New York: Harper.
Wickstrom, Sylvie. 1988. The Wheels on the Bus. New York: Crown.
Wolcott, Patty. 1991. Where Did That Naughty Little Hamster Go? New York: Random House.
Wood, Don. and Audrey Wood. 1984. The Napping House. New York: Harcourt Brace
Jovanovich.
Yashima, Taro. 1983. Crow Boy. New Vork: Puffin.
Yolen, lane. 1987. Owl Moon. New York: Philomel.
Young, Ed. 1992. Seven Blind Mice. New York: Philomel.
Zemach, Margot. 1976. Hush Little Baby. New York: E. P. Dutton

Literacy Activities

Literacy
Literacy is the ability to use reading, writing, thinking, and speaking in the real word.
Literacy implies that a student will not only read and write in school, but they will also
apply their literacy skills to everyday situations. Literacy acknowledges the reading and
writing connection.
This section deals mostly with the reading aspect of literacy. Writing information can
be found in the Writing section.
Children enter kindergarten classrooms with valuable literacy skills already in place.
They are often able to read environmental print such as the names of favorite restaurants
and favorite toy stores. They possess emerging writing skills such as scribbling or picture
drawing. Their skills have been developed through meaningful situations at home and/or
in a preschool setting.
Kindergarten, being the first year in a public education setting, is a crucial time in the
literacy development of a young child. The goal must be to instill a love of literacy in
children. They must see themselves as readers and writers. Teachers must value the
literacy skills children already possess and help them develop those skills so they enter
first grade with useable knowledge about print. What kindergarten teachers are required
to teach in the area of literacy has changed dramatically in the past five years. Mandated
tests for kindergarten are being implemented to assess how well teachers and students are
doing in this area.
Development of Literacy Activities
New research shows that children need to enter first grade with a strong knowledge
about literacy in order for them to be successful. This knowledge can be grouped into five
main areas:
! Alphabet recognition: Knowing the names of the letters and the sounds they
represent, as well as, the Alphabetic Principle; which includes an understanding that
each phoneme has its own graphic representation.
! Conventions of print: These concepts are also referred to as print awareness skills and
they refer to print concepts such as directionality and book knowledge. Students must
also have the ability to identify the language terms used in reading instruction, such
as word, sentence, space, beginning, middle, end, sound, period and question mark.
! Phonemic Awareness: The knowledge that a word is made up of specific phonemes,
or sounds, and the ability to verbally manipulate these sounds.
! Phonics: The ability to apply the specific sounds in words to our written symbols.
This goal encompasses decoding, word analysis, and word recognition strategies
necessary to reading.
! Instructional language: The ability to identify terms used in reading instruction, such
as word, sentence, space, beginning, middle, end, sound, period and question mark.

! Comprehension Strategies: Kindergarten students must have many opportunities to

listen to literature, retell and sequence stories, predict outcomes, identify the main
characters and the setting of a story. Comprehension strategies also include
questioning techniques used by the teacher to encourage higher levels of thinking, as
described in Blooms Taxonomy.
The many different teaching styles used to teach children how to read; phonics, Whole
Language, sight word methods, direct instruction, phonemic and phonological awareness,
and developmental activities, all have their place in a kindergarten classroom. It has been
learned over the years that reading programs should not focus on only one aspect of
reading and exclude other areas.
For many years teachers have taught letter recognition through Letter of the Week
activities in which the focus is on identifying letters, applying sound-symbol
relationships, and writing the symbol for one letter each week.
Now teachers are moving away from the letter of the week activities, and moving
toward a more balanced approach using meaningful activities that focus on true literacy,
not only sounds and symbols. These activities tend to be thematic units based on topics of
great interest to the children in their classroom. In a balanced approach students learn the
Alphabetic Principle in relation to thematic units. They are not taught in alphabetical
order or with a one-lettera- week focus.
Alphabet Recognition Activities- the teacher may:
1. Letter Names:
begin the year teaching only the names of the letters. Knowing only the names of the
letters helps children understand the alphabetic principal. This first step will provide you
with instructional labels to use as the year continues.
2. Alphabet Songs:
notice that many children have learned the letter names by singing the Alphabet Song
or other alphabet songs, poems or raps that are commercially available. Many cassettes
and c.d.s can be found which have variations of the alphabet song. One example is
Chicka Chicka Boom Boom by Bill Martin and performed by Ray Charles.
3. Alphabet BooksBegin activities centered on recognizing the written symbol and the sound-symbol
relationships after students are able to say, sing and/or rap the alphabet. Alphabet books
are wonderful resources for developing sound -symbol relationships as well as building
vocabulary. Children may recreate their own alphabet books following a similar pattern
to an alphabet book the class has read. Wiley Blevins book Phonics from A to Z has
many great ideas for teaching alphabet recognition skills.
4. Alphabet CenterCreate an alphabet center in the classroom and stock it with a variety of alphabet forms
(such as magnetic letters, sandpaper letters and rubber stamps). Also included should be
materials that can be molded into letters (such as play dough, or pipe cleaners) and a

variety of writing materials (such as chalkboards or dry erase boards). Teachers should
allow students time to explore and duplicate letters in this center.
5. Alphabet CerealHelp children to discriminate between the similarities found in letters and then look for
the differences found in letters. Alphabet cereal can be used to sort letters according to
similarities and differences.
6. Letter WritingIntroduce letter writing practice along with letter recognition activities. Learning to write
the letters helps children remember the shapes. Students should be provided with lots of
unlined paper as they begin the writing process.
7. Clever poemsUse clever poems as a memory tool to help students remember how to write their letters.
Scholastic Spelling (1998) has a poem for each letter for this purpose as well as the
DNealian Writing program. Waterford Early Reading Program also has a set of sayings
to go along with each letter.
Conventions of Print and Comprehension Activities- the teacher may:
1. Read-a-LoudUsing a read-a-loud is a perfect way to develop concepts of print and reading
comprehension in a whole group lesson, especially if the read-a-loud occurs daily. The
teacher should choose a book with a predictable text. Big books work well for a read-aloud as do poems copied onto large chart paper. Steps to follow might be:
# Introduce the story by looking at the front cover and reading the title. Ask
students to make predictions about what they think may happen in the story. Help
children develop background knowledge (schema) and vocabulary they may need
to understand the text.
# Read the book aloud, stopping occasionally to check for comprehension, ask
questions to stimulate high level thinking skills, and make more predictions.
# Reread the book again, but this time use a pointer and point to each word as you
read. Invite the children to read along with you when they are ready. This will
help children develop many conventions of print such as top to bottom and left to
right progression.
# After reading, promote discussion that will encourage children to summarize the
story, develop character understanding, describe settings, and relate the story to
their own lives. After the read-a-long, place the book or poem in the library center
so students can continue the lesson with independent practice.
2. Poem Anthology with IllustrationsType or copy each poem that has been introduced to the class in a read-a-loud activity.
At the end of the week students may reread the poems with a classmate to insure that
their illustrations match the text of the poem. Then they can illustrate their copy of the
poem. Rereading the poem provides students with independent practice with conventions

of print. These illustrated copies can be put in a notebook for each child to bring home at
the end of the school year.
3. Book Club:
Pull a group of three or four children together and, over a several day period, read many
versions of one story such as the Three little Pigs. The teacher can lead the small group
in discussions that encourage children to compare and contrast the stories.
4. Picture/word/sentence:Take a photo of each student (a digital camera works well for this) and mount it on a
sturdy piece of paper. Under each photo the teacher can write the students first name and
put all the photos into a notebook. After looking at the photos and reading the one word
written under each photograph, the notebook can be placed in the writing center for
several weeks. When students are familiar with the names of their classmates, the teacher
may gather the class together with the notebook and ask students to help you write one
sentence under each photo which will help you learn more about each student. As the
teacher writes the sentences, a description of how the sentence has more than one word,
spaces between words and punctuation marks at the end may be added. Students will love
to study the photo directory in the writing center.
Phonemic Awareness Activities- the teacher may:
1. Rhymes copy a favorite poem with rhyming words onto chart paper. As the class reads the
poem, the teacher can change the poem by inserting different rhyming words.
make rhyming word strings by saying three rhyming words to the class such as
man, can, fan.. and encouraging the class to think of as many words as
possible to add to the string, such as tan, van.
play Read My Mind. The teacher says, I am thinking of a word that rhymes with
dog and starts /h/ hog.
use cloze activities and ask students to complete sentences with a silly rhyme,
such as:
There once was a dog who had a funny ______.
2. AlliterationsMake a class book using alliterations that have been written and illustrated by students.
One student can write alliteration, such as Pink pigs play Ping-Pong and then another
student can illustrate the alliteration. They may be placed in a book in the library center.
4. Taking RollWrite each students name on a card and place in a pocket and choose a question each
morning such as Does your name start with a /s/? The teacher may write a question on
a sentence strip and place at the top of the pocket chart. As students arrive at school they
will find their own names and put them into the YES row or the NO row. Later in the
day, read the pocket chart with the class and count the number of names in each row.
This same activity can be used for beginning, medial and final consonants and also
counts as a math extension activity in graphing.

4. Silly NamesWrite each students name on an index card. Place the cards in a pocket chart. Select one
capital letter and write it several times on separate index cards. Cover the first letter of
each childs name with the capital letter. Invite children to read the new silly names.
5. Silly Soup Class BookDraw a large soup bowl and reproduce for each student in the class. Ask students to
complete the sentence In (Janets) soup there are jelly beans, jewels, and jump ropes.
The teacher may bind all soup bowl pages into a book and place in the library center.
6. Segmenting and Blending Activities:
$ Bean Bag Toss: the teacher may say a CVC word slowly, and as you say each sound
is said, a beanbag will be tossed from student to student. If your word is cat, the
beanbag will be tossed to three people /C/ toss to person one, /A/, toss to person
two, T toss to person three. The whole class then blends the word together.
$

Rubber Band Stretch: The teacher may give each student a fairly large rubber band
and ask them to lock their thumbs and forefingers around the rubber band and
stretch out words. The teacher tells students we are going to stretch out the word
cat. Students may slowly stretch out the rubber band as they say the word
CCCCCCCCAAAAAAAAATTTTTTTTT then snap the word back together again
and say Cat.

Phonics Activities- the teacher may:

1. Journal writing:
Encourage students to apply their phonemic awareness skills to written words through
journal writing activities. (See Writing section for journal activities).
2. Sound swap:
Read a rhyming book such as Dr. Suesss Green Eggs and Ham, and then write a word on
the board, then demonstrate how to swap beginning letters to make rhyming words using
word examples found in the book, such as box and fox.
3. Word Wall:
Choose several words each week from a phonics lesson and post the words on a word
wall (maybe in alphabetical order) where the whole class can see them. Then the teacher
may encourage children to practice them daily with reading and writing activities.
Recommended list of Literacy materials (listed in order of priority)
Variety of books: (Big books, ABC books, childrens literature, poem books.)
Chart Paper
Pocket charts (2)

GLOSSARY OF TERMS
Alphabetic Principal: The idea that each phoneme has a graphic representation.
Phonemes: Units of speech that are represented by written symbols such as the alphabet.
Phonetics: The way in which speech sounds are articulated, such as how the teeth,
mouth, tongue and vocal chords are used to produce a sound.
Phonics: The system in which symbols represent sound. A method of teaching reading
and spelling that emphasizes sound-symbol or sound-spelling relationships.
Phonological Awareness: An umbrella term that includes phonemic awareness, as well
as other skills dealing with word units larger than a phoneme, such as words within
sentences.
Phonology: The study of rules governing our speech.
Phonemic Awareness: Awareness that our speech is made up of a series of specific
sounds and the ability to manipulate the phonemes found in our speech. Phonemic
Awareness includes the following tasks:
$

Rhyming the ability to hear and identify rhyming words.

Alliteration the ability to hear and produce tongue twisters such as Peter Piper
picked a peck of pickled peppers.

Sound Matching the ability to hear and identify word patterns.

Syllable Splitting the ability to identify onsets and rime. (onsets are the first
consonants in a word that come before the first vowel. A rime is all the sounds that
follow. In the word front, fr is the onset and ont is the rime.

Phoneme Blending the ability to orally blend sounds to form a word.

Phoneme Isolation the ability to identify the beginning, ending, and middle sounds
in a word.

Phoneme Counting the ability to count the number of phonemes in a word.

Phoneme Segmentation the ability to separate a word into individual sounds.

Phoneme Addition the ability to add beginning, middle, or ending sounds to a word.

Phoneme Deletion the ability to delete beginning, middle or ending sounds.

Phoneme Substitution the ability to substitute the phoneme from the beginning,
middle, or end of a word thus creating a new word.

The following are literature lists which are organized by literacy concepts such as:
alphabetic principle, rhyme, alliteration, phonemic manipulation and phonemic
awareness.
ALPHABET BOOKS A TO Z
A, B, See! by T. Hoban (Greenwillow, 1982)
A, My Name Is Alice by J. Bayer (Dial, 1994
The ABC Bunny by W. Gag (Sandcastle, 1978)
ABC: Egyptian Art From The Brooklyn Museum by F. C. Mayers (Harry N. Abrams, 1988)
Abracadabra to Zigzag by N. Lecourt (Lothrop, Lee & Shepard,1991)
Alfred's Alphabet Walk by V. Chess (Greenwillow 1979)
Alison's Zinnia by A. Lobel (Greenwillow, 1990)
All in the Woodland Early: An ABC Book by J. Yolen (Boyd Mills, 1991)
Alphabears: An ABC Book by K. Hague (Holt Rinehart & Winston, 1984)
An Alphabet of Animals by C. Wormell (Dial, 1990)
An Alphabet of Dinosaurs by W. Barlowe.(Scholastic, 1995)
Alphabet Out Loud by R. G. Bragg (Picture Book Studio, 1991)
Alphabet Puzzle by J. Downie (lothrop, Lee & Shepard,1988)
Alphabet Soup by A. Zabar (Stewart, Tabori & Chang,1990)
Alphabet Times Four: An International ABC by R. Brown (Dutton, 1991)
Alphabetics by S. Macdonald (Bradbury Press, 1986)
Animal Alphabet by B. Kitchen (Dial, 1984)
Animalia by G. Base (Abrams, 1987)
Anno's Alphabet: An Adventure in Imagination by A. Mitsumaso (HarperCollins, 1975)
The Ark in the Attic: An Alphabet Adventure by E. Doolittle (David Godine, 1987)
Ashanti to Zulu: African Traditions by M. Musgrove (Dial, 1976)
Aster Aardvark's Alphabet Adventures by S. Kellogg (William Morrow, 1987)
C Is for Curious: An ABC of Feelings by W. Hubbard. (Chronicle Books, 1990)
The Calypso Alphabet by J. Agard (Henry Holt, 1989)
Chicka Chicka Boom Boom by B. Martin, Jr. and J. Archambault (Simon & Schuster, 1989)
City Seen From A to Z by R. Isadora (Greenwillow, 1983)
Crazy Alphabet by L. Cox (Orchard Books, 1990)
David McPhail's Animals A to Z by D. McPhail (Scholastic, 1989)
The Dinosaur Alphabet Book by J. Pallotta (Charlesbridge Publishing, 1991)
Eating the Alphabet: Fruits and Vegetables from..A to-Z by L. Ehlert (Harcourt, 1994)
Eight Hands Round: A Patchwork Alphabet by A. W. Paul (HarperCollins, 1991)
Erni Cabat's Magical ABC Animals Around Farm by E. Cabat (Harbinger House, 1992)
A Farmer's Alphabet by M. Azarian (David Godine, 1981)
From Acorn to Zoo and Everything in Between in Alphabetical Order by S. Kitamura (Farrar,
Straus and Giroux, 1992)
From Letter to Letter by T. Sloat (Dutton, 1989)
The Graphic Alphabet by D. Pelletier (Orchard, 1996)
Geography From A to Z: A Picture Glossary by J. Knowlton (HarperCollins, 1988)
Gretchen's ABC by G. D. Simpson (HarperCollins, 1991)
Gyo Fujikawa's A to Z Picture Book by GFujikawa (Grosset & Dunlap, 1974)
The Handmade Alphabet by L. Rankin (Dial, 1991)
The Icky Bug Alphabet Book by J. Pallotta (Chariesbridge Publishing, 1986)
It Begins with an A by S. Calmenson (Hyperion, 1993)
Jambo Means Hello: Swahili Alphabet Book by M. Feelings (Dial, 1974)
The Monster Book of ABC Sounds by A. SnowA (Dial, 1991)
My Alphabet Animals Draw Along Book by D. Heath (Knight, 1994)

Pierrot's ABC Garden by A. Lobel (Western, 1993)

Pigs from A to Z by A. Geisert (Houghton Mifflin, 1986)
Quinton Blake's ABC by Q. Blake (Knopf, 1989)
The Sesame Street ABC Book of Words by H. McNaught (Random House/Children's Television
Workshop, 1988)
Texas Alphabet by J. Rice (Pelican Publishing, 1988)
Tomorrow's Alphabet by G Shannon (Greenwillow, 1995)
26 Letters and 99 Cents by T. Hoban (Greenwillow, 1987)
Uncle Shelby's ABZ Book by S. Silverstein(Simon& Schuster, 1961)
Wild Animals o)f Africa ABC by H. Ryden (Dutton, 1989)
The Wildlife A-B-C: A Nature Alphabet Book by J Thornhill (Simon & Schuster, 1988)
The Z Was Zapped by C. Van Allsburg (Houghton Mifflin, 1987)

BOOKS WITH RYHME

Bears in Pairs by N. Yektai (Bradbury, 1987)
Bears on the Stairs: A Beginner's Book of Rhymes by M. and L. Kalish (Scholastic, 1993)
Buzz Said the Bee by W. Lewison (Scholastic 1992)
Carrot/lParrot by J. Martin (Simon & Schuster. 1991)
Catch a Little Fox by Fortunata (Scholastic, 1968)
Chicken Soup with Rice by M. Sendak (Scholastic, 1962)
Each Peach Pear Plum by J. and A. Ahlberg (Puffin Books, 1986)
Father Fox's Pennyrhymes by C. Watson.(Scholastic, 1987)
A Giraffe and a Half by S. Silverstein(HarperCollins, 1964)
Hop on Pop by Dr. Seuss (Random House, 1987)
Hunches in Bunches by Dr. Seuss (Random House, 1982)
The Hungry Thing by J. Slepian and A. Seidler(Scholastic, 1988)
I Can Fly by R. Krauss(Western Publishing,1992)
I Saw You in the Bathtub by A. Schwartz(HarperCollins, 1989)
If I Had a Paka by C. Pomerantz (Mulberry, 1993)
Is Your Mama a Llama? by D. Guarino(Scholastic, 1992)
It Does Not Say Meow and Other Animal Riddle Rhymes by B. Shenk
de Regniers (Houghton Mifflin, 1972)
Jamberry by B. Degen (Harper & Row, 1983)
Jesse Bear, What Will You Wear? by N. Carlstrom(Scholastic, 1986)
Miss Mary Mack and other Children's Street Rhymes by J. Cole and S.
Calmenson (Morrouno, 1990)
101 Jump-Rope Rhymes by J. Cole (Scholastic, 1989)
Pat the Cat by C. Hawkins and J. Hawkins (Putnam, 1993)
Pickle Things by M. Brown (Parents Magazine Press/Putnam & Grosset,
1980)
The Random House Book of Poetry for Children (Random House, 1983)
See You Later Alligator by B. Strauss and H. Friedland (Price Stern
Sloan, 1986)
Sheep in a Jeep by N. Shaw (Houghton Mifflin,1986)
Sing a Song of Popcorn by B. Schenk de Regniers, M. White, and
J. Bennett (Scholastic, 1988)----Street Rhymes Around the World by J. Yolen (Wordsong, 1992)
Yours Till Banana Splits: 201 Autograph Rhymes by J. Cole and S.
Calmenson (Beech Tree, 1995)

BOOKS WITH ALLITERATION

A, My Name Is Alice by J. Bayer (Dial, 1994)
All About Arthur (an absolutely absurd ape) by E. Carle (Franklin
Watts, 1974)
Alphabears by K. Hague (Henry Holt, 1984)
Animalia by G. Base (Abrams, 1987)
Aster Aardvark's Alphabet Adventures by S Kellogg (Morrow, 1987)
Busy Buzzing Bumblebees and Other Tongue Twisters by A. Schwartz
(Harper & Row, 1982)
Dinosaur Chase by C. Otto (HarperCollins, 1993)
Dr. Seuss's ABC by Dr. Seuss (Random House, 1963)
Faint Frogs Feeling Feverish and Other Terrifically Tantalizing Tongue
Twisters by L. Obligade (Viking, 1983)
Six Sick Sheep: 101 Tongue Twisters by J. Coleand S. Calmenson (Beech
Tree, 1993)
Tongue Twisters by C. Keller (Simon & Schuster,1989)
Zoophabets by R. Tallon (Scholastic by 1979)

BOOKS WITH PHONEMIC MANIPULATION

The Cow That Went Oink by Bernard Most (Harcourt, 1990)
Don't Forget the Bacon by P. Hutchins (Morrow 1976)
There's a Wocket in My Pocket by Dr. Seuss(Random House, 1989)
Zoomerang a Boomerang: Poems to Make Your Belly Laugh by C. Parry (Puffin Books, 1993)
*********************************************************************
For additional books, see "Read-Aloud Books for Developing Phonemic Awareness: An
Annotated Bibliography" by
Hallie Kay Yopp. The Reading Teacher 48, no. 6, March1995.*
*********************************************************************

BOOKS WHICH ENHANCE PHONEMIC AWARENESS

"I Can't," Said the Ant by Cameron, P. (I 96 1)
13 Monsters Who Should be Avoided by Shortsleeve, K (1998)
26 Letters and 99 Cents by Hoban T. (1987)
A First Alphabet Book: ABC by Rigby Collection (1997)
A Giraffe and a Half by Silverstein, S. (1964)
A, My Name is Alice by ,Zayer, J. (I 986)
ABCs: The American Indian Way by Red Hawk, R. (1988)
All About Arthur by Carle, E. (I 974)
Alligators all Around: An Alphabet by Sendak, M. (1990)
Allison's Zinnia by LobeL A. (I 990)
Alpbabeties by MacdonaK S. (1986)
Alphabears by Hague, K- (I 984)
Anamalia by Base, G. (I 986)
Animals A-Z by McPhail D. (I 993)
Anno's Alphabet by Anno, M. (I 975)
Ashanti to Zulu: African Traditions by Musgrove, Ni (I 976)
Bowl Patrol by Janovitz, M. (I 996)

Buzz Said the Bee by Lewison, W. (I 992)

by Obfigado, L. (I 983)
Cat Goes Fiddle-i-fee by Galdone, P. (I 985)
Catch a Little Fox by Fortunata, (I 968)
Clap Your Hands by Cauley, L. (I 992)
Cock-a-doodle-moo by Most, B. (I 996)
Counting Crocodiles by Sierra, J. (1998)
Dinosaur Chase by Otto, C. (I 99 1)
Dr. Seuss' ABC by Seuss, Dr. (1963)
Easy as Pie by Folsom, M (I 985)
Eating the Alphabet: Fruits and Vegetables from A to Z by Ehler, L. (I 989)
Eating the Alphabet: Fruits and Vegetables from A-Z' by Short L. (1982)
Faint Frogs Feeling Feverish and Other Terrifically Tantalizing Tongue Twisters
F-Freezing ABC by Simmonds, P. (1995)
Fire, Fire, Mrs. McGuire by Martin, B. (I 996)
Four Famished Foxes and Fosdyke by Edwards, P. (I 995)
Four Fur Feet by Brown, M (I 993)
Fox in Socks by Seuss, Dr. (1965)
Gretchen's ABC by Johnson, C. (I 99 1)
Happy Hippopotami by Martin, B. (I 991)
Harold's ABC by Johnson, C. (I 981)
Henny Pemy by Galdone, P. (I 968)
Hickory, Dickory, Dock by Muller, R- (I 992)
Hide and Snake by Baker, K. (I 991)
Hosie's Alphabet by Tobias, H. (1972)
How I Spent my Sunnner Vacation by Teague, M. (1995)
I Can Fly by Krauss, R. (I 985)
I is for India by Das, P. (I 997)
I Love You, Goodnight by Buller, J. & Schade, S. (1988)
If I had a Paka by Pomerantz, C. (I 991)
I'm Tyrannosaurs by Marzollo, J. (I 993)
It's the Bear! by Alborough, J. (I 994)
Jamberry by Degen, B. (1983)
Miss Bindergarten Gets Ready for Kindergarten by Slate, J. (1996)
Moose on the Loose by Ochs, C. (I 99 1)
More Bugs in Boxes by Carter, D. (I 990)
Moses Supposes his Toeses are Roses by Patz N. (1983)
My Silly Book of ABC's by Amerilrmer, S. (I 989)
Oh, a-hunting we Will Go' by Langstaff J. (I 974)
Old Mother Hubbard by Provenson, A. (1977)
One Hundred Hungry Ants by Pinczes, E. (I 993)
One Wide River to Cross by Emberley, B. (I 992)
Play Rhymes by Brown, M(I 987)
Poems of a Nonny Mouse by Prelutsky, J. (1989)
Potluck by Shelby, A. (1991)
Q is for Duck by Elting, M (I 980)
Rachel Fister's Blister by McDonald A. (I 990)
Roar and More by Kuskin, K (I 990)
Sheep on a Ship by Shaw, N. (I 981)
Shoes by Wmthrop, E. (I 986)
Silly Sally by Wood, A. (I 992)
Sing a Song of Popcorn by de Regniers, B. (1988)

Six Sleepy Sheep by Gordon, J. (I 99 1)

Some Smug Slug by Edwards, P. (1996)
Sounds of a Powwow by Martin, B. (1974)
Stop that Noise! by Geraghty, P. (I 992)
The Accidental Zucchini: An Unexpected Alphabet by Grover, M (I 993)
The Baby Uggs are Hatching by Prelutsky, J. (1982)
The Calypso Alphabet by Agard, J. (1989)
The Caterpillow Fight by McBratney, S. (I 996)
The Dinosaur Alphabet Book by Pallotta, J. (199 1)
The Green Machine by Cameron, P. (out of print)
The Handmade Alphabet by Rankin, L. (199 1)
The Hungry Thing by Slepian, J. (I 967)
The Hungry Thing Returns by Slepian, J. (1982)
The Listening Walk by Showers, P. (199 1).
The Monster Book of ABC Sounds by Snow, A. (1991)
The Ocean Alphabet Book by Pallotta, J. (1991)
The Teddy Bear Book by Marzollo, J. (I 989)
The Z was Zapped: A Play in 26 Acts by Van Allsburg, C. (1987)
There's a Wocket in my Pocket by Seuss, Dr. (1974)
Three Jovial Huntsman by Jeffers, S. (I 973)
Time to Rhyme with Calico Cat by Charles, D. (1978)
Tingalayo by Raffi, (1987)
Tog the Dog by Hawkins, C. (1986)
Too Many Rabbits and Other Fingerplays by Cooper, K (I 995)
Two Cool Cows by Speed, T. (1995)
When Dinosaurs go Visiting by Martin, L. (I 993)
Who is Tapping at my Window? by Deming, A.G. (I 994)
Zoo-looking by Fox, M. (I 996)
Zoom! Zoom! Zoom! I'm Off to the Moon by Yaccarino, D. (I 998)
Zoomerang-a-boomerang: Poems to Make Your Belly Laugh by Parry, C. (I 991)
Zoophabet by Tallon, R. (1979)

MANIPULATIVES/
FINE MOTOR

Children learn by doing: therefore, manipulative toys are a basic element in

kindergarten.
A good manipulative provides the child
with a comprehensive fine motor activity. A
good manipulative stimulates creativity, selfesteem, competence in spatial relationships,
cooperative play, and eye-hand coordination.

Manipulatives/Fine Motor Activities

Children learn by doing; therefore, in a kindergarten classroom there needs to be
many hands-on materials for children to use. A good manipulative provides the child
with a comprehensive fine motor activity. A good manipulative stimulates creativity and
self-esteem and can provide the child with a variety of experiences in spatial
relationships, cooperative play, and eye-hand coordination. Manipulatives are a basic
element of kindergarten equipment. It is at the kindergarten level that fine motor skills
are developing. Bu the age of six to seven years, most children have developed sufficient
perceptual motor abilities.
Development of Manipulatives
Manipulatives are a wonderful teaching tool when a teacher recognizes the
learning value of a given material and knows when to provide it for the classroom. A
good manipulative can provide children with a better experience in fine motor activity
than any pencil and paper activity.
Setting Up Manipulatives
Manipulatives should be displayed in an organized way that incorporates an area
of the classroom that has easy access to both floor space and table workspace. Using
many different materials may develop any given skill. The key to successful
manipulatives is appropriateness, usefulness and the wide range of types that are offered
for use. Manipulatives with small pieces should be included. Loss, theft and hazards like
choking are minimal so high interest materials can be used successfully in the program.
Introducing Manipulatives
Individual manipulative types should be introduced from the simple to the
complex and from the large to the small. Also, teachers should stagger the introductions
and not provide all materials at once but rather introduce a few at a time and then rotate
them. Rotation helps to keep interest high, resulting in more children using the material.
The teacher may want to introduce materials on a schedule that coordinates with thematic
units to gain an added dimension to the material. Sometimes modeling play with certain
materials creates the desired interest.
Recommended List of Manipulatives (listed in order of priority)
!

multi-colored counters (3sets) bears, dinosaurs, rabbits, etc.

gears

individual chalk or dry erase boards (8 count)

plastic coins

colored 1 cubes

plastic nuts and bolts

marble funnel set

multi-colored links

(all other manipulatives are listed under basic requirements)

Fine Motor Activities

Play with manipulative materials develops fine motor skills, but specific activities can
be designed by the kindergarten teacher to develop dexterity in arm and finger
movements. These activities are more relevant to a childs development than exercises in
copying letters. The following are some of these activities:
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

Typing at a center with an old typewriter

Sewing with darning needles in Styrofoam meat trays or burlap
Kneading, squeezing, pouring, in cooking projects
Woodworking that includes hammering and removing nails and sawing
Tracing of simple line drawing through tracing paper
Cutting scraps of material and paper for collage
Drawing and painting on easels or tables with a variety of media using different size
paper and brushes or markers
Finger painting
Playing in water using a baster, sponges, funnels and eyedroppers
Using tongs and tweezers to pick up blocks or beads
Playing in rice, sand, and/or water with utensils and containers
Playing with play dough and clay
Stringing beads
Building with construction materials
Playing with puzzles
Writing in a variety of ways using a multi-sensory approach:
.
.
.
.
.
.
.

with finger in a tray filled with salt or cornmeal

on a partners back and see if the partner can guess the symbol written
with finger, nose, knee, elbow in the air
in zip-lock freezer bag filled with jelly-like material
with a magnet using a container filled with iron filings
using bleach on a cotton swab on black paper
with finger over word which has been written with glue and then sprinkled with
cornmeal, salt or sand

The following is suggested list of letter-writing directions:

Writing Directions for Capital Letters

You can say these direction words for the capital letters as you and your students
practice forming them.
A:
B:
C:
D:
E:
F:
G:
H:
I:
J:
K:
L:
M:
N:
O:
P:
Q:
R:
S:
T:
U:
V:
W:
X:
Y:
Z:

Slant down, Slant down, Across capital A

Down , Up, Curve around, Curve around capital B
Curve around capital C
Down, Up, Curve around capital D
Across, Down, Across, Across - capital D
Across, Down, Across capital F
Curve around, In capital G
Down, Down, Across capital H
Down, Across, Across capital I
Down, Curve up capital J
Down, Slant down, Slant down capital K
Down, Across capital L
Down, Slant down, Slant up, Down capital M
Down, Slant down, Up capital N
Curve around capital O
Down, Up, Curve around capital P
Curve around, slant down capital Q
Down, Up, Curve around, Slant down capital R
Curve around, Curve around capital S
Down, Across capital T
Down, Across capital U
Slant down, Slant up capital V
Slant down, Slant up, Slant down, Slant up capital W
Slant down, Slant down capital X
Slant down, Slant down, down capital Y
Across, Slant down, Across capital Z

Writing Directions for Lowercase Letters

You can say these direction words as you write the letters,
a:
b:
c:
d:
e:
f:
g:
h:
i:
j:
k:
l:
m:
n:
o:
p:
q:
r:
s:
t:
u:
v:
w:
x:
y:
z:

Over, Around, Up, Down, across lowercase a

Down , Curve up, Around lowercase b
Up, Over, Around, Up lowercase c
Over, Around, Up high, Down lowercase d
Across, Up, Around, Up - lowercase d
Up, Over, Down, Lift, Cross lowercase f
Over, Around, Up, Down below, Curve up lowercase g
Down, Up, Curve over, Down lowercase h
Down, Lift, Dot lowercase i
Down below, Curve up, Lift, Dot lowercase j
Down, Lift, Slant in, Slant out lowercase k
Down lowercase l
Down, Up, Curve over, Down, Up, Curve Over, Down lowercase m
Down, Up, Curve over, Down lowercase n
Over, Around, Close lowercase o
Down below, Up, Curve around lowercase p
Over, Around, Up, Down below, Curve up lowercase q
Down, Up, Curve over lowercase r
Up, Over, Curve around, Curve around, Up lowercase s
Down, Lift, Cross lowercase t
Down, Curve up, Down lowercase u
Slant down, Slant up lowercase v
Slant down, Slant up, Slant down, Slant up lowercase w
Slant down, Slant down lowercase x
Slant down, Slant down, Below lowercase y
Across, Slant down, Across lowercase z

MATH

Math is living life, not rote drill with

meaningless symbols and still more meaningless
answers. Math is going shopping for a dozen
eggs and three pounds of potatoes, or sharing
a candy bar among five friends. The goal of
math is understanding not just computation
or memory

Math Activities
Math is in every center and part of each day in the kindergarten classroom. Math
experiences may be done in a variety of ways including whole group, small group,
individual child, or center style. Mathematics Their Way, a K-2 program by Mary
Baratta-Lorton, provides a variety of tubbing ideas that may be used for math activities.
Mathematical development in young children is nurtured when children are allowed to
pattern, classify, compare, manipulate concrete objects, count and develop an
understanding of number through free exploration, and through guided learning.

Development of Math Activities

Children can view mathematics as a way of thinking by building and searching
for patterns in activities at their level. Mary Barratta-Lorton has developed many such
activities in Mathematics Their Way. Children study, duplicate, extend, or represent
patterns in a variety of ways. Once they are introduced to the activity they will volunteer
more complex patterns for other children to develop and represent. Sequencing and
constructing patterns in a wide variety of modes contributes to their understanding of
mathematics as a search for patterns. It also develops a foundation for reading.
Setting Up the Math Activities
In addition to the materials for Math Their Way and collected materials,
Workjobs and Workjobs II by Mary Barratta-Lorton provides ideas for adult-made
manipulatives that may also be incorporated. Vital in setting up math activities is
organization. As each manipulative or math job is introduced it must be labeled with a
corresponding labeled area to store it. Organization helps teach students independence,
allowing them to do math activities independently. Part of that organization is record
keeping, be it check lists, stickers, or completed job sheets.
Introducing Math Activities
Critical to the introduction of any math activity, is the concept of free exploration.
By allowing children to spend time experiencing the materials on their own terms, then
the teacher directed activities will be much better received and children will be more
likely to stay on task. It is also important to discuss rules and expectations. Teachers
should introduce mathematical concepts as actions on things. Children should be
involved in a variety of activities that focus on the process rather than on the answer.
Kindergarten children need rich and varied experiences with these concepts.
When introducing number operations, teachers should only ask children to work
with the quantity of objects that they can count, or one beyond, to provide a manageable
complexity. They should construct a variety of arrangements of numbers of objects using

a range of materials from their environment over an extended period of time. The
concept of conservation should be introduced and developed in this way. Activities
involving counting forward (addition), counting backwards (subtraction) and counting be
twos (multiplication) should also be introduced this same way and teachers should
always remember that doing and understanding these activities is more important than the
verbal expression of the actions. The design of the math program should provide for this
gradual evolution of ideas.
The following are examples of strategies to teach math objectives and are
organized according to specific curriculum objectives. For each objective, the teacher
may have children:
Understand and use numbers:
!

count using one-to-one correspondence

place number cards in order from 0-10

rote count from 0-20 and backwards from 10-0

Perform computations:
!

at snack time, count snacks and eat one then see how many are left

Estimate and judge reasonableness:

!

estimate objects in a variety of jars then count objects

Problem-solving skills:
!

draw maps to a location charting the shortest distance then use them to check
reasonableness

Reasoning skills to recognize and express problems mathematically:

!

use playdough and cookie cutters and create number stories and solutions

Apply technology:
!

use a calculator in a dramatic play center, such as a store or bank

Communicate results using appropriate terminology:

!

use a variety of glasses set out in twos, a pitcher of water and fill them in a variety of
ways telling which is more, less, or the same

Measurements:
!

use one inch links to measure objects from around the classroom

Use symbolism to represent mathematical relationships:

play Lift the Bowl (in Math Their Way) with one child manipulating the cubes and
the other documenting the combinations

Apply concepts of size, shape and spatial relationships:

!

go on a walk and identify shapes, compare sizes of objects and practice over, under,
around and between while walking

Understand data analysis:

!

graph who walks, rides the bus and gets picked up from school and discuss how many
are in each category, which is most, least or the same

graph favorite activities using real, pictorial, and representational graphs and discuss
the differences between each graph

do a prediction prior to a graphing activity and than check guesses

Understand the concept of functions:

!

create patterns and read them to the teacher when completed and then explain how
the pattern would be extended

Childrens Literature Related to Math:

Bearobics by Parker, V.
Best Bug Parade by Murphy, S.
Color Zoo by Ehlert, L.
Count! by Fleming, D.
Crayon Counting Book by Ryan, P. & Pallotta, J.
Discovering Patterns by King, A.
Exploring Numbers by King. A.
Exploring Shapes by King, A.
Feast for 10 by Falwell, C.
Fish Eyes: A Book You Can Count On by Ehlert, L.
Jump, Kangaroo, Jump! by Murphy, S.
Just Enough Carrots by Murphy, S.
M & Ms Counting Book by McGrath, B.
Math in the Bath (And Other Fun Places, Too!) by Atherlay, S.
Millions of Cats by Gag, W.
Monster Money by Maccarone, G.
One Potato: A Counting Book of Potato Prints by Pomeroy, D.

One Watermelon Seed by Lottridge, C.

Pair of Socks by Murphy, S.
Ten Black Dots by Crews, D.
Ten Little Rabbits by Grossman, V.
Ten, Nine, Eight by Bang, M.

Music
Creative Movement

Music provides a natural form of

expression for the child. An appreciation of
music is developed through singing, listening,
creative movement, and playing instruments.
The child learns new words, concepts, and
cultural
understandings
through
music.
Creative movement is a natural means of
expression for the five-yearold. Movement
experiences provide opportunities for children
to feel good about their bodies and gain selfconfidence and coordination as they learn to
move rhythmically through space.

Music Strategies
Music provides a natural form of expression for the child, beginning with
rhythmic movement and basic sound syllables. An appreciation of music is developed
through singing, listening, creative movements, and playing instruments. The child learns
new words, concepts and cultural understanding through music.
The beginnings of music for children are rooted in motor-sensory experiences and
natural play. Children continue to experiment with movement and sound, gradually
learning to associate them with meaningful ideas. Music becomes a deep, integral part of
the personalityan expression of feelings and thinking comparable to painting.
Development of Music Activities
The teacher will need to enjoy music with children in many ways. Singing
spontaneously during cleaning, transitions and circle time are a few ways. Children
actually enjoy a simple sounding voice, so dont worry about your talent. Kindergarten
students sing because it makes them feel good. Teachers should work towards the same
goal, regardless of talent!
Musical experiences that involve the whole child should be provided. The teacher
should use verse or familiar tunes while giving directions or doing daily opening or
transition activities. Teachers should include activities throughout the course of the year
that include the following areas, which are vital to a good music program. These can be
considered goals for a kindergarten music program.

Pulse
Find the basic underlying beat.
(singing games, clap/pat/tap, counting beats)
Rhythmincludes notes of long and short duration.
. Move to a steady beat
. Play a steady beat.
Pitch/Melody
. Identify high and low sounds.
Creative Movement
. Perform actions to a song.
. Perform a dance to a song.
. Play games with movement.
. Move in response to tempo changes.
. Move parts of body (walk, jog or gallop) to a steady beat.
. Explore free movement with a steady beat

Instruments
. Play non-pitched instruments loudly or softly.
. Play non-pitched instruments to a steady beat.
. Play non-pitched instruments as rhythmic accompaniment to the rhythms of a
song or poem.
The teacher should offer easy to play instruments such as tambourines, xylophones,
bells, maracas and shakers. Children can make many of these at the art table. Also,
introduce each item and describe how you would like it used. Talk about what might
happen to the instruments if they are misused. Children should be given an appropriate
amount of time to explore with the instruments, before they can be expected to reproduce
rhythmic patterns or play on cue.
Singing
. Become familiar with new songs and fingerplays.
. Sing in a regular voice instead of a shouting voice.
. Choose songs for the class to sing together.
Teachers should select songs that are easy and fun to sing and sing with the children.
The teacher should use both high and low sounds and teach the children how to produce
them, but choose songs in a limited range of just a few notes and avoid wide skips across
the scales. Many experiences for making up different words to familiar tunes should be
provided.
Listening
. Recognize the presence of soundAuditory Awareness.
(Move to a sound, change directions, freeze to a signal)
. Distinguish between sounds and categorize them such as high/low, loud/soft, or
fast/slowAuditory Discrimination. (Indoor/outdoor sounds, different rhythms)
. Reproducing sounds in a particular orderAuditory Sequencing. (Echo games,
pulse activities, water filled jars for high/low)

Recommended List of Instruments listed in order of priority

2..........tambourines
4..........shakers
4..........maracas
4..........bells
2..........small drums
6..........cymbals (small finger ones)
4..........wooden blocks
4..........wooden sticks
4..........xylophones (2-wood 2-metal) with 2 sticks each
classroom set of rhythm sticks (2 per student)

Recommended List of Musical Selections/Artists

Hap Palmer,

Records and songbooks.

Can a Cherry Pie Wave Goodbye?
Witches Brew

Raffi, Records and tapes.

Childrens Songs
Singable songs for the Very Young
Everything Grows
One Light/One Sun
Dennis Buck

Patriotic Songs and Marches

Joe Scruggs,

Late Last Night

Ella Jenkins,

Song Book for Children

Nancy Cassidy,
Kidsongs,

Kid Songs
Wee Sing
I
II
Jubilee

Mary Miche,

Earthy Tunes

Jane Murphy,

Once Upon a Dinosaur

Metacom Inc.,

Lets Sing Fun Songs

Piggyback Series,

Piggyback Songs
Songs for School
Holiday Songs
More Songs for School

Kimbo Action Time

Tickle Time Typhoon,

Circle Around

Tom Glazer,

Do Your Ears Hang Low?

Roberta and
Lucille Wood,

The Small Singer

Sing a Song of People

Curriculum Connections for Music

R=Reading

SS=Social Studies

M=Math

H=Health

PD=Physical Development

Music offers an opportunity for the child to:

y

Learn new vocabulary as they listen to songs --R

Learn to put words into actions through creative movement --R

Learn basic rhythm through motor sensory experiences--PD

Learns a form of expression where there is no right or wrong

Learn body awareness, left/right and body parts--H

Learn to interact with others in the form of a pleasurable group experience--SS

Learn new interests and that music is fun and entertaining

Learn counting and directionality--M

Understand the development of a pattern in a song. --M

Learn that different cultures provide different types of music --SS

PHYSICAL DEVELOPMENT

Physical education is an extremely

important part of the kindergarten curriculum.
It includes body management and control and
physical fitness.

Physical Development Activities

Physical development is a very important aspect to the kindergarten curriculum.
Many gross motor skills are developed in a physical education class, but the very nature
of kindergarten children is gross motor oriented. There are many fun and easy ways to
incorporate some physical development activities to the regular classroom.
Development of Physical Development Activities
Due to the nature of gross motor development and the wide range of equipment
children use, safety is key in instruction. With the use of a few classroom materials and a
readily available playground, physical development activities can easily be part of each
kindergarten week, aside from a physical education class or recess. The main areas of
responsibility for the classroom teacher include the ability to move through space, the
ability to maintain body position, walking and running skills, balance, and throwing and
catching skills.
Setting Up and Introducing Physical Development Activities
Many physical development activities are group games and circle time lends itself
well to introducing activities, going over rules and discussing safety standards. Another
format for physical development activities is through the use of centers. Once children
are aware of rules and expectations they may easily rotate to centers with independence
and success.
Recommended List of Physical Development Materials in order of priority

!
!
!
!

20 parachute
Bean bags (alphabet bean bags)
Hula hoops (6)
Sponge balls variety of sizes
Jump ropes (6)

The following are examples of strategies to meet physical development goals and are
organized according to specific curriculum objectives. For each objective, the teacher
may have children:
Ability to move through space;
# Find a space in the classroom and listen to a record, tape, or CD and move with the
music. (This is a great way to incorporate music and movement into physical
development activities!)

Maintain body position;

# Play Simon Says including; standing on one leg, putting up right or left hands,
hopping in place, or standing with eyes closed and very still. (When the children
really get the hand of the game it can also be used to build self-confidence by
choosing children to be Simon.)
Walking and running skills;
# Practice walking skills when going down the hall in school. (This skill will need to
be a worked on all year long as opposed to running which each child will readily do
anywhere!)
Balance skills;
# Practice balancing and walking on a thin line out on the playground. (It is easy to
take the class to recess and play Follow the Leader, challenging students to see if they
can stay on the line without stepping off.)
Throwing and catching skills;
# Sit in a circle and throw beanbag letters to catch and throw to their friends. (To make
this activity phonics based, have the children say the sound of the letter before they
can throw it to the next person.)

Science

Science is a perpetual search for whatever information will lead to a deeper and
more clear understanding of the relationships and principles governing the existence
of life on earth.

Science Activities
Very often a science program for kindergarten revolves around a table that
contains magnifiers, plants, rocks, shells, magnets, bones, or a variety of other
collections. This exploration table leads to handling the objects, talking about them,
and making discoveries. Children will begin to identify problems, form and test
hypotheses, and measure, record results, draw conclusions, and make generalizations. As
the children use the scientific process, they develop a sense of wonder and an awareness
of themselves in relation to the world.
Setting up Inquiry Activities:
A good science center does not require a great quantity of expensive materials.
Some basic equipment may be used, like magnifiers (hand held and stand variety)
balance scales, and magnets, and other items may be changed according to the themes
used during the year. By using materials common to their environment, children become
comfortable with the freedom to investigate. A covered water table or a child height desk
would be an excellent place for an inquiry center. Water cannot be used constantly but
often is an extension of the inquiry activities. As in most centers, there should be a limit
to the number of children allowed. Two children can often interact well in this small
center. Since this center is not used whole group (although often introduced whole
group) it can be small and more or less tucked into a small space. This could be a good
use for a few feet to the side of a hall type space even next to a door where the traffic
flow is only when the entire class is going in or out of the room. Posters with a science
content relating to the current activity or theme can be placed on the wall above the table.
Small independent experiment instructions can also be displayed in this manner.
Children come to school with a sense of wonder, already knowing a lot about
themselves and the world. Teachers should strive to build on their existing knowledge
and let their sense of wonder grow and flourish. As a teacher begins a science center, the
childrens interest may dictate areas of inquiry. A teacher may also have a particular
interest in a material or topic and would like the children to share in that area. The
teacher should also consider what themes are being taught throughout the year and what
topics need to be addressed as curriculum goals.
Introducing the Inquiry Activities:
Free exploration is important. Yet the wise teacher should identify rules and
expectations for the children. Most science center materials can be moved easily to a
whole group to introduce, demonstrate, create curiosity, and then returned to be used
independently. The first few days of a new emphasis may be a good time to have a
volunteer hover near the inquiry table. Some activities that need a lot of supervision
may need a checklist and a volunteer to make sure every child has a chance to do the
experiment. A teacher may wish to develop a chart to post near the science table for
volunteers to read while helping.

SAMPLE CHART
FOR GUIDING THE INQUIRY PROCESS

SCIENCE
Child will initiate project, work only at Science Area, and clean space and
return materials to proper space when finished. If interest expands into another
area, an adult must be available and observing.
Examples:
!
!
!

Water and bubbles may be moved outside on the lawn or in the sink
Constructing ramps for velocity and weight experiments may end up in blocks or
on large tables.
Magnets would need to be moved to discover what objects in the room would
attract or repel.

Such integration is desirable. However, this needs adult supervision so materials can
be returned and children remain on task.
Children of kindergarten age need to rediscover knowledge themselves.
Resist the temptation to explain. Instead, ask Why did this happen? What might
happen if . . .? How could we make . . .? Accept answers. Ask children to explain the
reason they think something is. Deal with the process. Encourage problem solving,
curiosity, interest, and allow the materials and activity to stretch the mind and
integrate the scientific method into all phases of life.
Volunteers may opt to take dictation, write stories or equations from what
happens. These may be hung up or shared with the whole group.
Purpose:
Everyday materials can encourage children to explore, manipulate, and
experiment with life in general. The process of understanding cause and effect; and
making guesses and testing them is the basis for all science.

Recommended List of Science Materials- listed in order of priority

!
tweezers
!
eyedroppers
!
clear containers
!
small magnets (marble, on sticks etc.)
!
thermometer
!
compass
!
basic set of slides /hair sample, insect leg etc.
!
binoculars
!
animal container like aquarium, ant farm etc.
!
household type consumables:
. vinegar
. ammonia
.
. baking soda
. bluing
.
. salt
. briquettes
.
. cornstarch
. baking powder
.

sugar
balloons
cotton
zip sealing bag

A popular science center activity is a sink and float exploration. Many different
variations can be found in most young children science books. The following is an
example of how a simple experiment can include all of the parts of a classic scientific
inquiry experiment.
Sink and Float: a sample of the scientific inquiry process
Brainstorm questions that can be investigated.
Lead a discussion about water. Preferably after there has been adequate time for
free exploration in a water table with many different objects available. Ask what there is
about water that can be investigated. Tell the class that they are all scientists if they just
follow certain steps. The first thing is to find an area of interest about water that can be
made into an experiment. List all suggestions. Agree that you think all these areas could
be investigated. Ask permission to help the class devise a plan to investigate sinking and
floating. Most children would be obliging.
Conduct scientific observations.
Experiment with various tools that are used in gathering data.
Guide the class in discovering a way to sort what sinks or floats. Take all
suggestions. Ask questions about how to keep the water off the floor, how to separate
items, how to remember and make clear to everyone which place is for floating and
which is for sinking. Most classes will want three containers one for unsorted, one for
sinking items clearly marked, and one for floating items clearly marked. You may
suggest a combination of both words and pictures for marking. The class usually decides
to have a laminated paper on the bottom of a container with sponges or towels. Some
think of permanent markers, some even wish clear containers with paper underneath.
Allow the class to spend some time in experiments with no permanent data keeping.

Explore data and evidence.

Discuss how the class is ready for the last three steps of scientific inquiry. (After
some explanation of terminology the children will love the big term and use it.) Try to
have the class remember all the data they have discovered. It will become evident that
they can not accurately remember what it was that happened and there will even be
different opinions about what did and did not sink. You may explore with them a method
of keeping track of what happens or you may present them with a solution. The latter
works well the first time children are confronted with such a problem. This age is not as
quick to come up with a symbolic method of record keeping as they will be in actually
doing the experiment.
A simple chart is best. Divide the paper in halves and label each side exactly like
the actual container used in the experiment. Have a short list on each side.

SAMPLE RECORDING CHART

FOR FLOAT AND SINK EXPERIMENT

sink

float

1.___________________

1.____________________

2.___________________

2.____________________

Some Hints;
. Have two children work at a time, one to record and keep the paper dry, the other to
actually place the objects in the water.
. Mark objects with a number or letter (letters actually seem to work best)
. Limit the number of objects.
. Check the water table hints under the Sensory Activity section of this guide.
After modeling the procedure, allow students to turn in one paper each over several days.

Now explore data and evidence.

Use observations to make predictions.
Explore alternative solutions
The children will be able to prove whether all the objects sank or floated. They
will love making predictions and as a whole group you may model how to predict and
then test using several never before used objects. Try to discover some unusual items.
This of course may start many new avenues of scientific inquiry explorations. The class
may request formal experiments to explore by prediction which will sink first, how can
things be prevented from sinking, (try salt, soap, blocking the bottoms)! Such
excitement!
For further adventure, the teacher may provide:
!

cotton, which will sink or float

tinfoil shaped like a cap or squashed

metal lids the same size with different numbers of holes punched

different sized metal lids with one hole punched

identical eggs in fresh water side by side with salt water

an ice cube in salty and fresh water

a plastic bottle with a tube on the top and a small hole in the bottom (a submarinewhen filled with water it will be submerged/when air is blown in and water forced out
it will float)

many different kinds of wood cut into identical sized pieces

a plastic straw with paper clips on the bottom

Inquiry Experiment Themes and Curriculum Connections

R=Reading
H=Health

W=Writing
L=Listening

M=Math

S=Science

SS=Social Studies

The following areas of inquiry are for possible inclusion in a science program.
The science program, of course, is not limited to these areas, does not require the use of
every activity here and is considered an integral part of all other areas of the curriculum.
The science center is an excellent place to meet science curriculum objectives, as well as,
objectives from other content areas.
Inquiry #1: Growing Crystals.
Dampen briquettes, porous rocks or sponges and saturate with a mixture of 6 T. water,
3tsp. Salt, 6T. bluing, 3T. ammonia and food coloring if desired. Sprinkle 3T. salt over
display.
In a few hours a coral-like growth of crystals begins to grow. A chemical change takes
place. The stages of growth can be measured and comparedM

Inquiry #2: Examining powders.

Examine salt, sugar, baking powder and plaster of Paris by:
!
touch (creamy, smooth, etc.)
!
sight (color, texture, etc.)
!
smell (teach how to waft scent)
!
taste (sweet, salty, gritty, etc.)
!
hear (bubbling)
Use a magnifying glass. (Some look like rocks, crystals, etc.)
Add water
!
Some dissolve, some settle in the water, and one change form.
Add an acid (vinegar)
!
One bubbles.
Add iodine
!
One changes color.
! List which of the five senses was used.--H
! Make lists, charts, or stories about this experience.--R,W
! Use direction charts with pictures drawn and measurements in the instructions.--R, M

Inquiry #3: Producing a Gas.

Put baking powder in a balloon and stretch the balloon over a small bottle of vinegar.
! Predict what will happen.--W
! The stages of the experiment may be illustrated.--A
! Discuss results.

Inquiry #4: Balance

A two-pan balance is used to compare weights of objects. Objects may include: common
classroom items like; blocks, stapler, scissors, box of crayons, clay forms, paint jar,
plastic animal, toy vehicles, etc.
! record comparisons on a graph.--W, M

Inquiry #5: Pendulum

! Provide a pendulum made with string and a weighted object tied to the end. Anchor

the pendulum in an area that facilitates movement.

! Put standing objects in the path of the return swing and move the pendulum to knock

them over.
! Add a sand filled container with a spout as the weighted object.
! Discover and predict the pattern made by the sand pendulum.
! Count the number of times the pendulum crosses midpoint before coming to a stop. --

Inquiry #6: Controlling Variables

Sided-ramps and balls are used for rolling a ball down a ramp to hit a target.
Adjustments are then made in the ramp height, ball size and weight, length of ramp and
weight, length of ramp, and weight and size of target.
! A chart of instructions is used to create different adjustments. R
Inquiry #7: Inclined Planes
The study of inclined planes and simple machines helps to develop an awareness of the
physics of motion and how physics works for or against movement. The teacher may
choose to study inclined planes as block area experiences lead to interest, when a nearby
construction draws interest, or when it becomes necessary to push or pull an object on a
ramp. Using hollow block unit blocks, make ramps and roll various items down the
ramps. Children may adjust the height of the ramps, vary the inclines, and experiment
with different moving objects. Guide them by discussing and recording their findings.
Try pulling objects off the ramp using string. Add a roller skate, dowels, or block
wheels. What happens?
! Visit a construction site. Point out various simple machines. --SS
! Push or pull a wheelchair, dolly, or cart up a ramp. Experiment with varying weight.
--M
! Drag something up the steps. How can you lighten your load or make the job easier?
--Problem Solving
Inquiry #8: Mirror movement.
Children select a partner and take turns imitating a movement. The mirror partner must
duplicate the action of the initiating partner. Choose two children to do a mirror
movement. Other children close eyes until after the movement has started. Then the
children open their eyes and guess which partner is the leader and which is the
mirror. This activity helps children learn body control.
! Have children start or stop on a musical cue. Use the pause control on the record
player to stop the music and/or start the music. This also develops following
directions using an auditory cue. --L
Inquiry #9: Water Cycle
Set up a terrarium with plants. Have children observe condensation, precipitation and
evaporation. Maintain the mini water cycle.
! When drawing a poster of the real water cycle refer to the small example in the
classroom. --A
! Fill a tall thin clear container with water. Mark how much evaporates each day until
it is empty. M
! Mark puddles outside with chalk outlines. Recheck later in the day and discuss where
the water went. Problem Solving
Exploration Table
The Exploration Table concept is basically a collection of natural or man-made artifacts
displayed on a table or counter along with the appropriate scientific tools and
instruments. The artifacts may even include classroom pets. An important part of
science is the study of living things. A classroom pet can help develop an awareness of
the needs of living things as well as the appreciation of the animal as an object of

affection. A pet may take as much time and consideration as a teacher desires. It would
be important to include the children in the cleaning and care of the animal. Local pet
stores can give valuable information on making choices and needed care. Nothing could
be more traumatic than the death of a loved little creature because proper care was
neglected.
Development of the Exploration Table:
The childrens current interests may dictate the focus of the exploration table as
they contribute found items and observe, experiment, and predict. Again, the teacher
may have a personal collection of materials to share with the class or curriculum goals
may dictate the theme of the exploration table.
Setting up the Exploration Table:
The exploration table should be located in a low-traffic area and be placed at a
height that facilitates child discovery. Along with the exploration items, many types of
literature rich in photography and illustrations such as field guides and resource materials
should be presented. An adjacent area can display photographs, artwork, posters, and
hanging specimens. Two children at a time is a reasonable limit and yet still provides
an opportunity for cooperative learning and language/social skill development.
Introducing the Exploration Table:
The teacher should introduce exploration activities to the class as a whole group,
even if this means moving items to a different area to facilitate the introduction. The
teacher should model the use of scientific tools with items on the table. The teacher
should guide the children in a discussion of rules and guidelines. Some items on the table
may be described as just look and it can be explained that other items can be touched.
The distinctions should be made clearly to the children.
Exploration Table Themes and Curriculum Connections
R=Reading W =Writing S=Science SS=Social Studies M=Math

H=Health A=Art

The following themes for exploration tables are suggested topics only. The
kindergarten science program is not limited to these themes nor does it require the use of
these specific ideas.
#
#
#
#
#
#
#
#
#
#

Ocean Life
Birds
Insects/Spiders
Signs of Autumn
Five Senses
Models of Human Anatomy
Plant life
Geology: Rocks
The Environment
Animal Groups

Ocean Life:
Items may include: shells, driftwood, coral, dried animals, models, sand and beach glass
! sorting activities to discriminate plant from animal, living from non-living--M, SS
Fossils:
Items may include: fossils of shellfish, plants, insects and animals/non-fossils may
include; beef, chicken, pork, and reptile bones. Also included: models of fossil skeletons,
museum postcards, seashells, and animal teeth
! sorting activities to discriminate fossils from non-fossils --M
Birds:
Items may include: types of nests, feathers, eggs and eggshells, preserved specimens, owl
pellets
! responding to posted questions i.e. What do birds have that no other animal have?
--R
Insects /Spiders:
Items may include: ant farms, old aquarium with butterfly larva, polyurethane specimen
blocks, live specimen containers, nests and hives, web models.
! weaving materials may include variegated yarn and sticks to make webs.--A
Signs of Autumn:
Items may include: leaves, vegetables, cones, seedpods, nuts, fruits, fur samples
! cultural artifacts may be included to illustrate fall harvest celebrations.--SS
Five Senses:
Items may include: food specimens, dried flowers and herbs, candles, animal hides,
geological specimens, recordings of animal sounds, individual slide projector with slides,
kaleidoscopes, mirrors, and telescopes
! illustrate the sounds on the animal recording. --A
Human Anatomy:
Items may include: models of the ear, eye, heart, skeleton, brain, and posters illustrating
body systems
! matching pictures of healthy habits to related body parts. --H
Plant Life:
Items may include: bulbs, nuts, pinecones, fruits/vegetables, leaves, bonsai plants, seeds
sprouts, various types of plants, soil samples, mulch, water, terrarium.
! growing log to document plant growth. --W
! leaf rubbings, fruit prints, and collages. --A
Geology: Rocks
Items may include: globe, types of rocks; metamorphic, sedimentary, volcanic, etc.
fossils, polished stones, sand, and water
! sort and classify rocks.--M

The Environment:
Items may include: living/non-living items, trash collected from a clean-up walk, manmade and natural trash, recycling signs w/sample items
! list ways to conserve energy.--W
! sort trash by recyclable and garbage. --M
Animal Groups:
Items may include: collections of small animals to illustrate groups like; pets, zoo, exotic,
extinct, farm, wild, endangered, fictional
! animals are graphed according to each group. --M
! illustrations for each animal group. --A
! write stories about animals.W, R
Some Childrens Science Books:
Dear Mr. Blueberry by S. James
The Very Hungry Caterpillar by Eric Carle
The Tiny Seed by Eric Carle
Chameleons are Cool by M. Jenkins
I am a Seed by Jean Marzolla
Lets-Read- And-Find-Out-Science-Books Crowel ,Franklin M. Brantley (eds)
Where Does Thee Butterfly Go When it Rains? By Garelick
The Carrot Seed by Ruth Krauss
Fish is Fish by Leo Lionni
The Chicken and the Egg by Pantheon
The Dead Tree by Alvin Tresselt
A Tree is Nice by Janice May Udry
Endangered Animals by Stone
Recycling by Lepthien, E and Kalbacken, J
Water, Water Everywhere: A Book about the Water Cycle by Berger M& G
Hearing, Sight, Smell, Taste, & Touch by Parramon, J
Earth by Sorensen, L
What Makes the Weather? By Palazzo
Backyard Insects by Selsam, M
Big Bug Book by Facklam, M
Bugs for Lunch by Facklam, M
About Reptiles: A guide For Children by Sill, C
Some Series Listed With Publishers:
What Am I? (Raintree Steck-Vaughn) 8 titles
Ranger Ricks Naturescope Series (Chelsea House) 17 titles
Plants: Lifecycles (Bridgestone) 4 titles
Hello Reader Science Level 1 (Scholastic) 6 titles
Weather Report (Rourke) 6 titles
Look Once, Look Again (Gareth Stevens) 12 titles

SENSORY ACTIVITIES

Sensory activities are experiential

m at erials
which
p rovide
numerous
possibilities. They can provide opportunities
for dramatic play, broaden language, invite
social encounters, and enhances cognitive
development through play.
Since sensory
experience must precede comprehension and
the manipulation of abstract ideas, sand,
water and other media play important roles in
the kindergarten program.

Sensory Table Activities

A table filled with a tactile media is an experimental opportunity with numerous
possibilities. It can provide opportunities for dramatic play, broaden language, invite
social encounters and enhance cognitive development.
Development of the Sensory Table:
The teachers role is to provide the materials and stimulate the learning toward
more specific discovery. The suggestions listed later are often inter-disciplinary in scope.
They are meant to be pursued if the right opportunity in the learning situation presents
itself.
Setting up the Sensory Center:
Anything small, safe, and interesting can be used in a sand table for sensory
experiences. Beans, rice and other grains are often used. They can be placed in a tub on
top of another table, or placed on the floor inside a large shallow box to facilitate cleanup.
Teachers can discover unusual items of great interest to kindergartners to use in a sensory
table. Little nubs that are replaced with steel studs in snow tires have been introduced
during dinosaur units to replicate lava beds. A teacher can design mass conservation
activities if clear unbreakable containers and scoops are provided in a sensory table.
Often unguided exploration allows a child to rediscover many important math and
science facts. Sand and water are important enough to warrant the following specific
instructions, but these instructions can be easily modified to address many other types of
media.
Sand Table Center
Sand, like water, can be used in many open-ended activities. Not only can this
calm and interest a child with high movement needs but touch facilitate learning as
nothing else can.
Development of the Sand Table Center:
A teacher can provide materials and be available for extensions in the sand center
including; labeling and dictation. Adding or simplifying accessories can guide
discoveries, as, well as using open-ended questioning techniques.
Setting up the Sand Table Center:
Children should have access to both wet and dry sand as well as the fine and
coarse varieties. Plenty of opportunity should be provided for the children to experiment
with these properties. (Silicon sand should not be used, due to the fact that it has been
linked to respiratory problems). A solid sand table or a waist high large container should
be on an easily swept floor surface. Small handheld brooms and dustpans help children

be responsible for clean up. Long handled brooms are not recommended as they can be
clumsy for use by children. There is an overlap between sand and water. Many of the
containers used for water may also be used with sand.
Recommended List of Sand Materials - listed in order of priority
!
!
!
!
!
!
!
!

water and sand wheel

spoons or shovels
sieves of all shapes and sizes
funnels
bowls or other clear plastic containers of different shapes and sizes
balance scale
rakes
small handheld brooms and dustpans

Suggestions for Sand Table Activities and Curriculum Connections

R=Reading

W=Writing

M=Math

S=Science

SS= Social Studies

Sand Table
Add props for any thematic unit. Dinosaurs, cars, people, buildings, etc. will
create even more opportunities for social interaction. --SS, S, M
Labeling or dictation of what is happening in sand can be a great activity for a
parent helper. --W, R
(Illustrated directions may be provided for any of the following. --R M)
Sand Painting --S, fine motor, art
.
.
.
.

squeeze bottle of liquid glue

construction paper
food coloring
bottle with top

Place a small amount of sand in the bottle. Add a few drops of food coloring and shake.
Squeeze glue onto paper in any design or manner. Pour colored sand on the paper.
Sand Casting --S, Art
.
.
.
.

deep plastic lined box

sand
Plaster of Paris
paper clips

Mold damp sand in the lined box. (Fake fossils-- S) Pour in the Plaster of Paris and put
a paper clip in the plaster for a hook.

Sand Timers -- S, M
.
.
.
.

two jars with lids

masking tape
sand
one nail

Make a hole with the nail in each lid. Place sand in one jar. Put the lids on both jars.
Tape lids together. Time the sand flow. Vary type and amount of sand to gain desired
time.
Teachers may wish to post a sign for parent helpers. This could be adapted for any
center where a parent volunteer may wish guidance. The following is a sample:

SAMPLE PROCUDURE CHART FOR SAND TABLES

SAND
Care must be taken that sand not get into eyes! Whenever sand appears
on the floor, the children need to stop and sweep it up right away (Small brooms
and dustpans are available). A child must ask an adult when water is wanted.
AN ADULT MAY HELP BY:
#
#
#
#
#

observing and listening

taking dictation
making labels
guiding exploration with questions. Questions should not expect a right or
wrong answer.
pointing out similarities of what is happening in the sandbox to the pictures
above the area.

Purpose:
Sand is a good medium for experimentation and necessary to internalize
mass, conservation, and other scientific concepts. The tactile experience is
valuable for some learners, as, well as relaxing. The social interaction and drama
possibilities are endless.

Water Table Center

Water play often begins on the sensory or free exploration level. Splashing and
pouring, messing and mopping, moving hands and containers through the water are
important parts of learning. Water play can be relaxing and satisfying, especially to the
child who tends to be explosive and scattered, immature, or withdrawn and insecure.
Development of the Water Table Center:
Water is an open-ended medium that can be used to observe and understand many
important physical properties. Experimentation with water initiates and answers many
scientific and mathematical questions. Water is also essential for all life and can be
interesting to a child lover of plants and animals. Free play can be guided by the
addition of specific items. Seasonal considerations lead naturally into snow, ice, or even
soap additions. The suggestions listed later are just a few ideas for integrating this
versatile center. They are good to keep in mind for the right moment. The goal is to
stretch the mind of the child, awaken curiosity, and enhance understanding.
Setting up the Water Table Center:
Water play has often been avoided by kindergarten teachers because of the
potential for messiness, yet water is one of the most open-ended, familiar, and easily
obtained learning materials in the childs world. A waist high container (preferably a
small water table) on easily mopped surfaces (or, with an adult observer, outside) helps
avoid cleanup problems. Specific rules and expectations can create an environment of
experimentation, exploration, and curiosity rather than just wild play. A smaller tub in
the sink may be used for a specific water assignment like sink or float experimentation
centers. A towel on the counter to place objects also helps in cleanup. Children can
become very responsible with a bowl of cleanup sponges that are always available.
Recommended List of Water Center Materials - listed in order of priority;
!
!
!
!
!
!
!
!
!
!
!
!

a small water table, large tub, baby bathtub, or swimming pool

clear plastic containers (different shapes and sizes)
standard liquid measure and spoons
funnels
bowls, several sizes, nesting ability aids in visualizing and storage
egg beaters
eye droppers
plastic tubing
cooking baster
food coloring, soap powder and liquid, cooking oil
wood, cork, stones, shells, sponges
cotton, straws

Water Table Themes and Curriculum Connections

Although not all centers will relate easily to a curriculum thematic unit, a child
learns well when surrounded with the subject at hand and has the opportunity to use
many centers while studying a particular theme. Water (and sand) relates well to science
and math and yet with two or three children together it can be a wonderful place to work
through social needs. Labeling can extend writing and reading, and moving objects as
well as the added sensory tactile stimulation can aid motor development.
Simple science or math experiments can be used without adult supervision, or a parent
volunteer can be trained to interact and supervise in a most helpful manner.
R = Reading

W = Writing

M = Math

S =Science

SS = Social Studies

4Pouring, transferring, forcing, funneling, holding back with a straw, changing with
color, soap, or oil --S, M
4Investigate a wide range of things to determine if they will sink or float, or both (e.g.
cotton). A laminated paper for sorting material may be used. (Show a picture of an
object sinking and write the word sink. The other half would show a picture of
floating and the word float.} This would make such experimentation more
independent and would be a nonpermanent method of recording results. --S, M, R
4Experiment with drops of water on wax paper, look at the shapes, blow them around.
How does soapy or oily water act on wax paper, tin foil, wood, or tissue paper?--S, M
4Pour water into a clear container. Add paper clips until the water is level. How many
clips did it take? Make the water spill over. Try different objects? Compare the size
of the objects with the number it takes.-- S, M
4A chart could be used to record what happens.--W, R
4Does water change things? Try nails, bread, onions, beans, soil, etc.--S, M
4Heat water. Catch steam on a shiny or cold surface. Watch the cover on a boiling pot
of water. Watch steam move a pinwheel.--S
4Freeze Water. What changes? Feel it. Melt an ice cube. How long does it take?
Can you change the speed? Estimate. Experiment. Recheck. Catch snowflakes on
frozen black paper. Look at them under a magnifier.--S, M
4Watch food coloring drop into water. Does it mix without stirring? Use one drop
each of two primary colors. Try all combinations. Try all three. Add two drops of
one and one of another.--S, M, Art
4Look at marbles, buttons, stones, etc., in a clear container of water. How do they
change?--S

Social Studies
Activities

All the learning that takes place in kindergarten could be called Social Studies. Social
Studies is how people live together and share
common experiences. Thematic units in kindergarten are often centered around Social Studies
concepts.

Social Studies
Social Studies is the study of how people that share a common environment define
the conduct, standards, organization and activities of their society.
Within a
developmental kindergarten classroom, all the learning that takes place could be called
social studies. Social Studies concepts are often the ideas that generate the thematic units
that connect the kindergarten curriculum.
Development of Social Studies Units:
The social environments of study for kindergarten are; the concept of self, family
and the community. In addition to these, the kindergarten teacher may develop additional
units that cover other concepts identified in the social studies objectives. Thematic unit
ideas may also generate from the kindergarten children themselves, as the teacher
recognizes a particular interest in their play and conversation. Wherever the idea comes
from; curriculum dictated, teacher assigned, or student generated, social studies objectives
can be easily met through any thematic unit.
Setting Up Social Studies Activities:
Materials for use in social studies come from life situations and require very little
commercial materials. A globe, some maps, posters and some puppets may be all that is
provided in the classroom. The majority of materials can be gathered from real life, as
props and artifacts. Field trips, classroom visitors, audiovisuals and books also support
the social studies concepts. A good literature list is critical to setting up social studies
activities in the kindergarten classroom.
Introducing Social Studies Concepts:
An important area for the introduction of social studies concepts is through the
dramatic play center. A well-developed center can provide opportunities for discussion
and problem solving of social situations as a means of fostering personal growth and
building a sense of community. This center can also provide opportunities for children to
interact with real props and artifacts in order to facilitate their understanding of social
concepts that may be beyond their own experiences. These concepts may be taught
through centers such as dramatic play, but can also be the focus of whole group
discussions.

Curriculum Connections:
The following is a sample of a social studies thematic unit that illustrates some of
the curriculum connections that can be implemented in a kindergarten classroom.

Thematic Unit Sample: Community Helpers

Art Activity Provide a variety of fruits and vegetables that might be found in a grocery produce
department, cut in half, dipped in paint and used to create food prints
Block-building Center Use empty cereal boxes (taped shut) to build food displays - use empty cans (with safe
edges) for stacking pyramid-style
Circle Time/Small & Large Group Activity Large group; story extension Where Is Everybody? (Wright Group), use the pattern of
the story to explore places in a community; like, Michael is at the Mall or Lindsey is
at the Laundromat
Small group; journal writing My Jobs At Home or When I grow up my job might be .
.
Cooking Activities Create a lunch menu using ingredients purchased from a field trip to the grocery store,
each ingredient or item coming from a different section of the store
Dramatic Play Center Grocery store, made with hollow block shelves and planks and with separate departments
and section labels, props may include; money, cart or basket, cash register, aprons, suit
coat, purse/wallet, doll
Field Trip To local grocery store; with class organized into small groups (4 or 5) with an adult
leader; children complete an assigned checklist (see sample)
Health Activities Classroom visitors from the health professions; such as, a doctor, EMT, or dental
hygienist to present information about their careers
Library/Listening Center To Town, by J. Cowley
Jamals Busy Day, by W. Hudson
Night City, by M. Wellington
Bruno the Baker, by L. Klinting
Building a House, by B. Barton
Officer Buckle and Gloria, by
P. Rathmann

Daddies/Mommies at Work, by E. Merriam

Doctor De Soto, by W. Steig
Fire Trucks: Nut and Bolts, by J. Boucher
Little Ninos Pizzeria, by K. Barbour
Mommys Briefcase, by A. Low
Whose Hat? by M. Miller

Literacy Activities A shared reading activity with the book Dont Forget the Bacon by P. Hutchins (a story
that plays with rhyme and is about a little boy who is going shopping for his mother)
Manipulatives/Fine Motor Activities Community helper puzzles: doctor, firefighter, police officer, mail carrier, dentist
Game table: Monopoly Junior, Play Mobile Community Set
Math Activities Balance scales and other types of scales used to compare/contrast food items
Food items in the grocery store may have prices added
Music/Rhythm/Creative Movement Activities The Corner Grocery Store by Raffi
The Wheels on the Bus
Do You Know the Muffin Man; change the lyrics to
Do you know the grocery man, the grocery man, the grocery man,
Do you know the grocery man who works at Albertsons?
(garbage man/BFI, doctor/St. Lukes, use parent jobs/workplace, etc.)
Creative movement; children work in pairs to pantomime the actions of workers/jobs
while the rest of the class guesses and then joins in
Physical Development Children form train by locking arms with elbows and chugging up a hill
Science Activities Place small pieces of food into empty film containers, (peanuts, lemons, cinnamon, etc.),
children smell the contents and match a picture to the smell
Sensory Table Sand table; children draw city map in the sand and add props like vehicles, miniature
block houses, small plastic trees, small train set and tracks
Technology Applications Richard Scarrys Busytown by Davidson
Workbench Center Set up a REPAIR SHOP; place old appliances at the workbench and use small hand
tools (screwdriver, hammer, pliers, clamps, etc.) to fix and take apart

Writing Activities As a group, children generate a list of items to be purchased at a grocery store, children
add cut-outs from food ads and magazines, this list is posted in the writing center with
strips of paper for children to write a shopping list before entering grocery store (dramatic
play)
Some other Social Studies thematic ideas might include units called:
!

All About Me

Transportation

Babies/Growing

Food

Clothing

Living in Early Times

The Farm

Holidays/Seasons

Pets

My Family

Children Around the World

Machines

The Neighborhood

SAMPLE CHECKLIST FOR GROCERY STORE FIELD TRIP

Welcome to __________________________. (store name)

Please help your group leader find and record the following. (Go to the
section with the star first.)
Produce Section:
#
How many different kinds of apples can you find? _________________
#
What is the price per pound of potatoes? _______________________
Frozen Food Section:
#
Write down a brand name of chocolate chip ice cream.______________
#
Find a kind of frozen food that is served for breakfast.______________
Non-Food Section:
#
Find a brand of toothpaste that starts with letter C._______________
#
Which cost more Johnson & Johnson Band Aids or the store brand of
bandages?___________________________________________
Canned Foods Section:
#
Find a food that comes in a can and rhymes with horn.______________
#
Name a kind of meat that comes in a can_______________________
Boxed Foods Section:
#
Name a cereal that is made from oat bran.______________________
#
Find a box of macaroni and cheese dinner. Look on the back and write
down how many servings it makes.___________________________
Bakery:
#
Find a bread that comes in a white bag with balloons on it.___________
#
Name a kind of pie that you found in the bakery.__________________
Dairy Section:
#
How many different types (1%, skim, etc.) of milk can you find? ________
#
How many different sizes of eggs can you find? ___________________
Meat Section:
#
Name a type of meat that comes from a pig (pork)_________________
#
Name a meat that is sold as ground meat._______________________

TECHNOLOGY
APPLICATIONS

Computer Literacy is:

Learning basic operation of machinery.
Learning to take care of the hardware and
the software.
Becoming familiar with the keyboard.
Having fun with computer activities.

TECHNOLOGY APPLICATIONS
In preparing children to live successfully in our technology driven environment, a
teacher needs to help them become familiar with computers. Kindergarten is certainly not
too early to introduce the variety of services that a computer can perform. Computers
have a place in the kindergarten classroom as an educational tool to reinforce
kindergarten concepts.
Technology applications in the kindergarten classroom include:
4A variety of computer activities, especially those for non-readers;
4A developmentally focused kindergarten program;
4Teacher knowledge of the computer and of young childrens learning.
Development of Technology Applications
Software programs for the kindergarten classroom should be educationally sound.
Programs that consist of simple games are not appropriate. The software should have a
focused goal, such as letter/number identification. There should be a variety of levels
offered, as children will come to school with different abilities. Ask yourself the
following questions about the software programs available:
!

Is the program accurate? Be sure to test it out first.

Is the computer giving positive feedback?

Is it teacher friendly? Can you move about the classroom, or are you tied to the
computer? Can you fix problems easily and quickly? If a program frustrates you, it
probably frustrates the students.

Is sufficient instruction provided to allow easy use?

Does it fit the grade level?

Are there language options?

Is the length of the program appropriate?

Is it easy to read? Are display/color/graphics appealing?

The single largest factor in the success or failure of computers in the kindergarten
classroom is the TEACHER. Computers should be viewed as an opportunity. They may
require work to learn, but the benefits to the students are worth the effort. Important
factors to be considered are the teachers:
!

Attitudes toward computers.

Level of knowledge or awareness of computers.

Previous training or experience in computers.

Professional outlook.

Willingness to learn.

Ability to ask other staff members for help or suggestions.

Introducing Technology Applications:

There is technology available for teachers to use that will allow a TV to PC
teaching arrangement. However, in the kindergarten classroom, children may not make
the connection that the computer screen and TV monitor are showing the same
information. Instead, the teacher may choose one computer from which to teach. Clear
an area around the computer so the entire group can sit and see the monitor. Some
children may need to sit on chairs, while others kneel and/or sit. The first introduction
should be simple and brief. Many children have computers at home, but may not use
them regularly. Kindergarten computers, when introduced properly, can be used during
center time. Two children can take turns, while another watches. The teacher should talk
about computer rules (how many children at one time, which buttons to avoid, no
food/drink, taking turn, etc.) The chart called Parts of the Computer (found following
this section), may be helpful in teaching kindergarten children the functions of different
parts of computer hardware. Throughout the next few lessons, slowly introduce the
following vocabulary:
Cursor--is a small square displayed on the compute terminal to indicate the position that
the computer will accept its next character, i.e. the arrow.
Disk--the magnetic or flat plastic piece used to permanently store information.
Hardware--Refers to the physical devices or equipment used in a computer. It is in
contrast to software.
Keyboard--A typewriter-like panel used to input data into a computer.
Modem--A device that changes data so it can be transmitted over the telephone.
Monitor--The screen on which information is displayed.
Mouse--The device used to interact with the screen. It is used to make choices and
changes to existing screens.
Mouse Pad--a pad that makes the mouse slide smoothly.
Printer--An output device that transfer information to paper form.
Program--A set of instructions used to direct and control the computer to accomplish
desired objectives.
Software--Instructions given to a computer that cause it to accomplish desired objectives.
Programs are an example of software.
Technology goals for kindergarten students include:
4Knowing common vocabulary
4Identifying basic icons
4Click-n-drag, l/r mouse buttons
4Starting a program from an icon
4Shrinking/expanding a window
4Opening/closing a window
4Identifying and using common keys on keyboardi.e., esc, spacebar, back arrow,
letters, numbers, etc.

It may be helpful for teachers to spend time presenting a few lessons to acquaint
children with the computer keyboard. A paper copy of the keyboard (see following) may
be used as a whole group activity. The teacher may direct students to find certain keys
like ESC, Enter, Shift, spacebar and arrow keys. It may also be helpful to practice
typing student names on the keyboard.
Introducing Software Programs:
After the teacher previews new software, the teacher may gather the class around
one computer. The teacher may introduce the name of the program and talk about the
options available. For instance, some programs will be simple letter identification. There
are also word processing and publishing programs. The teacher should let the students
know what the program is about and demonstrate some areas they can explore.
Recommended List of Computer Software -listed in order of priority within subjects;
Reading
Sound It Out Land
KidspeakTransparent Language
Dr. Seuss ABCs
Baileys Book House
Franklins Reading World
Writing
Kidworks--Davidsons
Storybook WeaverMECC
Math
James Discovers Math
Millies Math House
Number Maze
Nick Jr. Play Math
Science
The BackyardBroderbund
The TreehouseBroderbund
The PlayroomBroderbund
Multimedia Bug Book
Sammys Science House
ZoopolisKidsoft
McGee SeriesDavidson
Social Studies
Richard Scarrys BusytownParamount
Great Adventure SeriesFisherprice
Gus Goes to Cyberstone ParkKidsoft

Miscellaneous
Trudys Time and Place House
Thinkin Things, Col. 3Edmark
Tessel Mania Deluxe--MECC
Crayolas Amazing Art Adventure
Putt Putt Goes to the Moon
Madeline Pre-K and K Deluxe
Ready for School
Madelines Rainy Day
Parts of the Computer

Computers do many jobs for us. Each part of the computer has its own job.
There are:
4Parts to receive information
4Parts to give information
4Parts to do work
4Parts to remember things while the power is on (short term memory)
4Parts to remember things when the power is off (long term memory)
Item

Duty

Monitor (screen)

Output

Printer

Output

Processor

Work

Keyboard

Input

Graphics

Mouse

Input

Modem

Input and Output

Memory (RAM)

Short term storage

Floppy Disks

Long term storage

Hard Disks

Long term storage

CD Rom

Storage

WORKBENCH CENTER

Carpentry provides physical activity,

builds muscle coordination, and releases
tension.
Carpentry gives the child an
opportunity to create with something
concrete that may actually be used. Through
building the child learns to respect tools. The
workbench is an wonderful place to exchange
ideas and learn to cooperate.

Workbench Center
A workbench center helps children to express creativity using wood as the media,
and offers building as a means of non-verbal expression. The workbench center offers
children an opportunity to plan and work with others to solve common problems and also
to relieve tensions. Whether it is as a carpentry bench or a take apart center, these
activities help children to discover concepts of quantity, length and inequality, develop
large muscle coordination, problem solve and improve eye-hand coordination.
Development of the Workbench center as a carpentry activity:
The teacher may place a log on end to teach hammering. The grain is open and a
nail can be driven in easily. Roofing nails are easy to hammer into a log. The heads are
wide and the length is short enough to allow children to pull it back out. Later in the year
the teacher may introduce the saw, soft wood scraps, and a nail assortment. It is best to
use only a log, goggles, roofing nails, and hammers during the first hammering
experience.
The log on should be the floor in a position where dividers, walls or the table
surrounds children while hammering. All children must wear safety glasses and it is
recommended to have an adult sized Plexiglas divider surrounding the carpentry table.
Setting up the Workbench Center:
The teacher can draw the shape of the hammers, goggles, saw, and nail containers
on a table or shelf to facilitate cleanup and safety. The saw teeth should be placed against
a barrier to the far left of the table so while a child is hammering the teeth are against a
wall and not in a position to cut hands. Some teachers prefer hanging all equipment on a
divider. The shapes of the equipment can be drawn on the pegboard in the wanted
position. The vise is for holding the wood while being sawed. It should be on the far-left
edge of the table (directly in front of the saw). There should be room for the wood to
extend out through the vise to the left of the table. That is where children will stand
while sawing. Consideration should be given to lighting, storage, ease of cleanup, and
adequate space for movement. Some teachers mark the floor with a line to show where
no one may pass while the center is in use.
Introducing the Carpentry Center:
When starting woodworking for the first time, the teacher should be available
during the whole time for close supervision. Children should be taught that tools must be
kept at the workbench and that they are to be used only for the purpose for which they are
designed. They will need instruction in learning to use the tools properly. The teacher
should point out the seriousness of using adult tools and may want to arrange for a
carpenter to visit the classroom. One child is the safest number to allow in a carpentry
center. It may be advisable to only allow one child as a watcher. In a whole group setting

the teacher should discuss the names of the tools and where they are kept. A child model
may be used to introduce log hammering first, and later, when children are adept at
hammering, sawing and hammering soft wood pieces may be introduced. The teacher
can lead the demonstration using a 13-oz. hammer that is the easiest for most children to
handle, but some children will do well with the 16 oz. The teacher or model should grasp
the hammer near the end of the handle. This gives maximum leverage power and drive.
The head is raised by a backward movement of the forearm and is terminated by a
forward flip of the wrist. The weight of the hammerhead should provide the added force
to drive the nail. The teacher demonstrates tapping the nail till it stands by itself. Then
moves the hand holding the nail out of the way so that fingers and thumb are safe. A
good way to limit time is to allow a child to hammer only three nails. Later when the
desire to hammer has decreased and there are few waiting, children may be shown how to
pull out nails.
When the teacher decides it is time to introduce the saw and soft wood scraps, the
saw may be introduced in the same manner as the hammer. The vise should be used for
holding the wood. When sawing, the teacher should demonstrate placing feet facing the
workbench, slightly apart for balance and control and sawing with the elbow in a straight
line with the saw, and the other hand resting on vise for balance. The teacher can
demonstrate putting the saw teeth on the wood near the handle end and pulling the saw
towards the body several times and making a groove. When sawing, a slow steady
rhythm is better than short fast movements. The teacher may repeat, Back and forth,
back and forth, to demonstrate the rhythm. If the elbow is not in a straight line with the
saw, the saw will bend and not cut. The saw should be held at a 45-degree angle. If the
wood vibrates while being sawed, the wood should be moved into the vise or clamp as
near to the place being sawed as possible and still permits freedom of movement. The
vise serves as an extra hand.
Strict rules should be enforced about always setting the saw back into its place
when not in use. A saw lying around is very dangerous. If a proper place for the saw
exists and it is put away while not actually sawing it will limit accidents. A saw in the
way, while hammering or moving wood, is easily bumped with hands.
After introducing the carpentry bench the teacher may review the following
procedures:
! Choose two pieces of wood (narrow one on top).
! Choose proper nail (should go 2/3 of way into bottom piece of wood).
! Hold the hammer? (near the end of the handle)
! Begin with a few short taps.
! Then move hand out of the way.
! How do we put tools away? Why is it important to put them away?

At circle time, the teacher may have children who have hammered talk about their
experiences.

Many children find satisfaction simply by sawing wood for the supply box and
watching a pile of sawdust grow, or pounding nails into a large, soft chunk of wood. The
teacher should not expect children to create finished products, although some children
will.
Recommended List of Carpentry Center Materials - listed in order of priority;
In addition to the woodworking tool set listed in the Basic Requirements list, the
following is suggested:
!
!
!

Additional hammer sizes-13 oz. or 16 oz.

2 pair of safety goggles
log (rough cut about as high as a childs waist, big enough around and cut evenly
enough to stand independently)
2-lbs. roofing nails
2 lbs. of assorted nails (about 4 sizes from 1lath to 8 penny 2 box)
2x4 to 2x10 soft wood (to hammer and saw) {may be found at lumber companies,
construction sites, trailer factories, or often a note sent to parents requesting soft
wood scraps gets good results.}

!
!
!

Softwoods should be selected for children to use, as they need to feel progress
quickly. It takes about half the time to saw through a piece of softwood as it does to saw
through a piece of hardwood. Working with hard wood is very frustrating to children and
they give up when success is hard to achieve. However, hardwood can be used later in
the year for gluing structures together. The desirable softwoods are white pine, balsa,
poplar and basswood. Plywood is not good for young children. It splinters on one side
when sawed.
Accessories
.
.
.
.
.

buttons
bottle caps
cardboard
cedar
cheese boxes

.
.
.
.
.

cigar boxes
empty spools
glue
leather scraps
lids

.
.
.
.

linoleum
scraps
metal jar tops
pieces of cloth
pieces of soft

.
.
.

wire
string
tubes from
paper towels

Closet poles and broom handles may be cut and drilled to make wheels.
Extra Additions and Curriculum Connections for Carpentry Center
R = Reading
W = Writing
FM = Fine Motor
A = Art

M =Math

S = Science

SS = Social Studies

Children who are using tools for the first time will be interested in nailing and sawing for
its own sake and be content to do just that. --Fine Motor.
They may nail one nail after another into a piece of wood. Some may arrange odds and
ends of wood and nail them together without design or purpose. The teacher should not

insist that children work with a plan while they are going through this exploratory stage.
Most kindergartners will not go beyond this. The teacher needs to permit them to
manipulate and invent according to their desires. --S
Some children may name their product after they have finished because it resembles
something. An adult may make labels at this point or even help write stories. --R, W
As children develop and acquire skills, they have a tendency to begin working with more
definite purpose in mind, and they can carry the job through to completion. They are also
more interested in having their products look realistic. They will use real tools to make
measurements and problem solve. --M
Children often love to add items to their creations and even paint them. This is when a
teacher may add the odd items from the accessory list. --A
Architects drawings, blueprints and illustrations may be displayed in the center to help
children relate skills to a profession.--SS
Development of the Workbench as a Take-Apart Center:
The Take Apart Center extends the childs fine motor skills, problem solving
behavior, and cooperative skills. A child will learn to select the appropriate tool and
discover the inner workings of everyday items.
The Take Apart Center can be introduced at a point in the year when students are
independently discovering extensions. It can be a challenging activity for those who like
to spend long periods in detail oriented activities.
Setting Up the Take-Apart Center:
The Workbench provides a flat solid surface for the Take Apart Center. Safety
glasses and a wide variety of tools are also required. A strong container for tools and
another for parts help keep the bench organized. The teacher should place only one item
at a time in the center to be taken apart. Care should be taken not to use items that can be
dangerous. A request for parents to send broken and unwanted items usually gets good
results.
Introducing the Take-Apart Center:
The teacher should establish names and functions of each tool with a mini lesson,
i.e. screwdrivers can pry but needle nosed pliers will be damaged. The teacher should
emphasize the difference between take apart and pound apart. Take apart is often a
project that needs two people, one to hold while the other works. The teacher may use a
volunteer to assist or to bring ratchet screwdrivers, wrenches, etc. and demonstrate more
complicated versions of these basic tools.

Recommended List of Take-Apart Center Tools - listed in order of priority;

! two pair of safety goggles
! small and large headed, long and short screwdrivers
! small and large headed, long and short Phillips screw drivers
! pliers, regular and needle nosed
! old electrical appliances

Extensions and Curriculum Connections

R = Reading

W = Writing

M = Math

S = Science

SS = Social Studies

Besides the obvious fine motor practice, problem solving, and patience building,
with some extensions Take Apart can become an interesting part of the curriculum.
This is an exciting opportunity for the child to actually see what is inside things and can
connect to cultural artifact discussions. --SS, S
A volunteer may help children tape parts onto a poster and label them. --R, W
As children tape parts onto a prepared poster listing common parts, classifying and
counting concepts could be developed. --M, R
Adding a large magnet would help children explore the concept of magnetism.--S
The teacher can encourage children to use discovered wire, glue, and tape to create a new
object. This could be written about, discussed, and displayed.--R,W,S,A

WRITING ACTIVITIES

Writing gives the child a means of

expressing feelings, ideas, and imagination.
The stages of writing from scribbling to
invented spelling should be encouraged and
interpreted to parents as showing growth and
understanding.

Writing
Writing, as part of a kindergarten language arts program, gives students the
opportunity to turn their spoken language into written symbols. It is a means of
expressing the personal experiences, feelings, ideas and thoughts that are part
of a childs life. When writing, students use high level thinking skills such as
retelling a story in their own words, sequencing events, remembering details,
conventions of print, and phonemic skills such as sound-spelling relationships
and word segmentation.
A strong relationship exists between reading and writing. Many students learn
to read through the writing process. The child becomes a reader when they share
their own writing with an audience, and often times a childs first reading is
something meaningful which they have written. Robert Gentry, author of My Kid
Cant Spell!, claims that writing Opens the gateway to literacy by helping
children to break the code and learn about sounds in words. Kindergarten
teachers must strive to develop, in each child, the belief that they are readers
and writers.
Development of the Writing Activities
Writing activities can be accomplished at a students developmental level of
writing. The range of writing abilities varies greatly in classrooms. When all
stages of writing, from scribble to invented spelling to conventional spelling, are
accepted and encouraged by the school staff, students will develop into
successful and enthusiastic readers and writers.
When developing writing activities, whether they are to be completed in a
center or as group activities, the developmental stages of writing should be kept
in mind. Stages commonly seen in kindergarten are:
1. Scribble:
____The student is gaining control of the pencil.
____The student scribbles and uses writing-like behaviors in an attempt to
communicate
(may be left to right, top to bottom).
____ Student reads the scribble story to an audience.
2. Pictures:
____Student will draw pictures in place of, or to support, a text.
____Student reads the text to an audience.
3. Letter-like forms:
____Student will write letters or letter-like forms to represent writing, with no
sound-spelling relationships.
____Student will copy words with no knowledge of word meaning.
____Student is able to read the written message.
4. Letter Strings:

____Student uses letters to represent words. (May be copied). At this stage there
is no
knowledge of sound-spelling relationships.
____Student shares writing with an audience.
5. Letters to represent words:
____Student uses one or two letters to represent a word, usually consonants.
The child
is beginning to understand that letters represent sounds.
____Student will copy known words to fit into text.
____Student shares writing with an audience.
6. Invented spelling:
____Student uses invented spellings with initial and final consonants and some
vowels.
____Students ability to segment words is evident in writing.
____Student uses phonetic clues when writing. Student represents each sound
in a word
with a letter.
____Student applies many conventions of print to their writing.
____Student shares writing with an audience.
7. Transition to conventional spelling:
____Student spells many words correctly and others are phonetically correct.
Setting up Writing Activities:
It is the kindergarten teachers responsibility to provide students with a solid
understanding of the print found in their everyday lives. As daily writing activities
and/or centers are set up, the goal should be helping students see that writing
plays a useful, meaningful part of their lives. Like many kindergarten activities,
students will be imitating adult behaviors and activities through play. This is also
true in writing. Writing activities will give children opportunities to imitate adult
uses of writing and will encourage students to take control of their own writing.
Writing Activities
1. The Writing Center
This center is created to let students practice their developing writing skills by writing
books, stories, invitations, notes, letters, lists and signs. Most writing forms have been
modeled for children in a group lesson. The writing center provides students with an
opportunity to practice what they have learned in group lessons. Children will be
working at their own developmental stage and their creations will be personal and
meaningful. The teachers responsibility is to equip the center with a variety of tools that
will encourage students to write in a variety of genres. The writing center should offer a
table or several desks, which allow children to work together. It can be equipped with
pencils, colored pencils, crayons, markers, chalk boards, dry erase boards, a typewriter, a
computer, and a wide variety of paper and envelopes, ABC charts, number charts,

classmates names, and First Dictionaries for student references are also helpful. Bookmaking materials may also be necessary, such as hole punches, yarn, staples and tape.
Children enjoy dating their work with a date stamp.
Holidays and seasonal activities fit well into the writing center. Students will
enjoy making up menus for Thanksgiving dinners, Christmas cards and gift tags
for families and friends, letters to Santa Claus, Valentines, and other holiday
messages.
The writing center can become a starting point before moving to other
centers. Students may write a story and then move into the art center to illustrate
it. After writing a shopping list, students may move into the grocery store for a
shopping trip. A student may draw out their plans for a building, before moving to
the block center. Students also enjoy writing simple stories to be performed in the
Puppet Theater. The writing center may easily be converted to an office center
by adding telephones and adding machines.
Recommended List of Writing Materials - listed in order of priority:
Typewriter
Dry Erase Boards and Markers
Chalkboards
Date stamp
Computer
2. Name Writing
A childs name is one of the first and most personal words they will ever learn
to read and write. Kindergarten classes will find several name charts around the
classroom to be helpful teaching tools. Students can study the name charts and
participate in the following activities:
Sorting
Students will enjoy sorting names by the number of syllables, number of
letters,
names that start with the same letter, names that end with the same letter,
short
names/long names.
Rhyming
The class can invent rhymes with names or cover the first letter of each
name with a
different letter.
Segmenting and blending:
Students can segment names by syllable or phonemes and then blend.
3. Classroom Mailbox

The teacher may support the reading/writing connection by placing a mailbox

in the classroom. Students can write notes to friends and teachers and place
them in the mailbox for delivery. The student who is designated as the mail
carrier that day can deliver the notes. Children are always excited to get mail
from their teachers and friends.
4. Journal Writing
Journal writing is an important part of a regular writing program. Journals can
be completed with groups of students or placed in the writing center. In most
journals, students will draw a picture, then dictate, or write about the picture.
They will also date each entry. Students are encouraged to use whatever lettersound knowledge they have to complete a journal entry. Many students will begin
the process in the scribble stage or the picture stage when the school year
begins. Journals may take on different formats:
! A monthly journal (i.e. My September Journal): For assessment purposes
students always date their entries. These journals go home at the end of
the month but the teacher may chose to copy significant entries for a
student file.
! Portrait Journal: This journal is kept in school all year long. Beginning the
first day of school, the students draw a picture of them and write their
name. Students continue drawing their portraits and writing their names as
the year continues. The growth in writing and drawing becomes evident as
the school year continues!
! ABC Journal: Students may write or draw pictures of familiar words in this
dictionary style journal. Many students may use this dictionary as a
reference in their writing. ABC journals may be completed in the writing
center.
! Science Journals: These journals are used to document daily changes
found in the natural world such as plant growth, stages of life from a
caterpillar to a butterfly, or changes in the seasons and weather.
5. Authors Chair
Writers need an audience. The authors chair is an excellent way to provide
those children who are ready to share their written work with an audience. As
the author reads their written work from the authors chair, the other children are
practicing appropriate audience behaviors such as listening carefully without
interrupting, and saving questions and positive comments until the end of the
story.
6. Language Experience Activities
The write aloud activity described here may be completed in large or small
groups. Language experience activities are based on something that all the

students experienced such as a cooking activity, a fieldtrip, or a special visitor.

The teacher and students compose the text together. The teacher writes on a
large poster board or chart paper as the children watch and listen. While writing,
the teacher will say and spell the words aloud, commenting on spaces,
punctuation and capital letters. Through this reading / writing activity, students
are watching as their spoken language is turned into written symbols. They are
developing knowledge about conventions of print, sound-symbol relationships,
sight words and phonemic awareness.
7. Interactive Writing
Interactive writing is a powerful teaching idea to be used with young children.
The process offers something to learners at all developmental stages, connects
reading to writing, teaches the writing process, demonstrates the use of
Concepts About Print (CAP), teaches phonemic awareness, letter formation, and
encourages the development of sight words.
The process takes 15-20 minutes and should be done at least three times a
week. Both the teacher and students share the writing responsibility. The text is
edited as the writing takes place. Children are ensured success in this activity
because they are asked to contribute to the lesson only what they already know.
At the same time, their learning is being stretched by the contributions from peers
and the teacher.
Materials needed for interactive writing are:
! Chart paper
! marking pens (2 different colors)
! post-it type correction tape (referred to as boo-boo tape)
! pointers
! ABC chart (see black line masters )
Step 1: Fold the chart paper in half. The bottom half of the paper is used to
write the
class sentence. The top half of the paper is for instructional purposes, such as
showing rhyming words, word families, word endings, punctuation etc.
Step 2: A sentence is chosen which is based on an experience common to
everyone in the group. At the beginning of the year short, simple sentences are
more workable for beginning readers and writers. As the year continues the
sentence chosen can become more complex.
Step 3: After the sentence has been chosen the teacher and students repeat
the sentence several times and count the number of words in the sentence.
Step 4: Next, a student is chosen to stand by the teacher to become the
space holder.

Step 5: Students determine the first word of the sentence and begin to
segment that word orally to determine the beginning letter. Once someone is
able to correctly identify the first word in the sentence they are asked to come to
the chart paper, identify the starting point, and write the first letter on the paper. If
a mistake is made the teacher provides guidance using the ABC letter chart, the
mistake is covered with boo-boo tape and the student writes the correct letter
on the chart paper. For difficult spellings such as silent letters, the teacher may
write the letter using a different color marker. As the year goes on, students work
together to make sure only they get to write the letters and the teachers marker
is never used! This process is continued until a word is competed. Only
conventional spelling is used. At the end of each word, the space holder puts
their hand on the chart paper to hold the space between words.
Step 6: This process continues until all the words and spaces in the sentence
have been written on the chart paper. The space holder may choose the correct
punctuation for the end of the sentence if they wish.
Step 7: Using the pointer, the class reads the sentence aloud, pointing to
each word as they read. Some students will enjoy a turn reading independently
to their classmates. Hang the chart in the room so children may read again later
in the day.
As students become familiar with the process, the teacher may add to the
Interactive Writing lesson using the following statements and questions:
-

How many words are in our sentence?

How many words have we written so far? How many words do we have
left to write?

Now that we have finished this word, what comes next? (A space) What is
the next word?

Should we use a capital or lower case letter?

Stretch out the words. What sounds do you hear? What letter makes that
sound? How many sounds do you hear? How many syllables are in that word?
-

Can you find that letter on our ABC chart?

Whose name starts like that?

Who knows another word that starts like that?

Who knows a word that rhymes with________?

8. Dictation
Dictation activities help kindergarten students understand that anything they
say can be written down. The teacher simply writes what a child asks them to

write. Dictation can take many forms. It can be a book-making project, writing
captions for childrens drawings, or writing down the title of a piece of art. After
the student has completed dictating and the teacher has completed writing, the
teacher may go back over the written words and reread what was written. This
activity will also reinforce conventions of print.
9. Mr. Bears Journal Activity
This writing activity is found in Bobbi Fischers book Joyful Learning in
Kindergarten. Mr. Bear is a stuffed toy who travels home with a different child or
staff member each night. He travels in a bag along with a composition journal,
pajamas, a toothbrush and other items he may have collected. A letter written by
Mr. Bear is on the front of the journal explaining where he came from and the
general procedure for his visits; Parents, children, and other family members are
encouraged to write and draw in the journal about Mr. Bears visit.
Bobbi
Fischer writes Mr. Bears journal provides a meaningful way for the class to
learn and care about each other, and involves the families in the classroom
community.
(See Black line Masters for an Introductory Letter from Mr. Bear.)
10. Kindergarten news: A Weekly Newsletter for Parents
Kindergarten news can be a single page divided in five boxes, one for each
day of the week. During closing circle a student (maybe the helper of the day) is
chosen to write or draw a picture in the square designated for that day. The
writing/drawing pertains to something all students experienced in school.
Depending on the students writing abilities, the teacher may write the simple
sentence under the picture as the student dictates. This activity is not only
important for developing writing skills, it also a quick method of family
communication.

SAMPLE LETTER FROM MR. BEAR

September 15, 2000
Dear Children and Parents,
(Teachers name) found me at a little store in
Vermont during her vacation this summer, when she
was spending a week at a lake with her husband and
two children.
Now that school has begun, she has suggested
that I spend a night with the children in her
kindergarten class. I have come with a toothbrush so I
can brush my teeth and a journal so you can write
about what we did together at your house.

ASSESSMENT
STRATEGIES
How to Know Learning Has Occurred

Assessment and Evaluation in Kindergarten

When evaluating the development of a young child, it is necessary to recognize
that growth is holistic and uneven. The childs abilities and characteristics intertwine
with each other and cannot be isolated and treated as separate. The childs development
as a growing person is irregular - sometimes smooth, sometimes rocky, and never
equally strong in each dimension - physical, emotional, social, or intellectual.
The important learning of the five-year-old is not specifically phonemic
awareness or problem solving. Though these are an inevitable outcome of a rich
program, what the child develops is an attitude toward self as a learner, toward school as
a learning environment, toward other children and adults as human relaters. These have
crucial implications for success in school.
But attitude cannot be measured
quantitatively. Thus, the teachers task in evaluating the childs growth is complex and
difficult. The teacher must be aware of and provide sensitive guidance for each childs
sense of worth; curiosity and motivation; scope of activities; handling of conflict and
frustration; focus on, and persistence with a task, information, questions; language
ability; and ability to lose self in group situations. Meeting performance standards, the
mastery of skills, the addition of knowledge are all important goals - but are not the end
goals. Curriculum content is the means through which the goals are met. The goals of a
developmental kindergarten program focus on the growth of the whole child. Although
valid instruments of objective measurements in specific content areas exist, this
availability should not dictate a kindergarten program that concentrates on measuring
means while ignoring end results.
Anecdotal Records
One means for measuring student growth is through anecdotal records.
Anecdotal records are brief written evidence or descriptors of behavior. In the busyness
of the day a teacher may need some prop to help keep these records. One technique is to
set a concrete goal of writing up every day, a fixed number of behavioral incidents: two,
three or four. The exact number makes no difference, but some set number can help to
fix the pattern of writing down the specific happenings so that they are not forgotten.
Another aid is to carry a pad and pencil tucked in a pocket. Still another: preserve some
minutes for record time, immediately after children leave, when the incidents are still
fresh in the mind. Such anecdotal records become an excellent means of spotting
children who are being overlooked. Anecdotal records are also a means of discovering
whether or not some areas of development are being overlooked.
Anecdotal records can also be supplemented by planned and scheduled
observations of each child. There ought to be a spot-check from time to time, with a full
recording of what a child does for fifteen or twenty minutes, as if a motion picture
camera were making a documentary of how the child spends those minutes.

Assessing Readiness for First Grade

After completion of a successful kindergarten year, children should have the
ability to cope with the classroom environment physically, socially and emotionally, as
well as, academically and intellectually without undue stress. A child that continues on
to first grade without these abilities may find it difficult to cope with first grade
expectations and may suffer the rest of life for this one mistake in timing. Assessment
tools exist to evaluate maturation.
The following is lists of characteristics that may help the kindergarten teacher
recognize an immature or developmentally delayed child.
The immature or developmentally delayed child:
!

needs adult intervention to start, stay on, complete tasks and solve problems.

interrupts group time with something irrelevant.

has a very short attention span.

has trouble sitting in a group.

does not get along with peers.

has very weak fine motor skills.

wanders from center to center without finishing anything.

is emotionally immature because of physical development or because of age or

experiences.

does not engage in cooperative play.

does not take responsibility for behavior - does not clean up and has trouble using
materials constructively.

may have difficulty separating from parents.

is a constant talker or does not talk at all.

is reluctant to try new things.

If a teacher identifies an immature or developmentally delayed child, there are

several steps that are recommended before a placement decision is made.
1.

Observe the child, and have additional observations by other professionals, e.g.
the principal and/or appropriate specialists.

2. Keep detailed anecdotal/performance records to be used in subsequent

conferences and meetings.
3. Conference with the parents early, and continually, to share concerns.
4. Refer the child to a multiple disciplinary team of professionals for review.

Instructions For Using Profile Of Developmental Outcomes

The profile is marked four times during the school year with the corresponding
numeral 1, 2, 3 or 4

Progress should be marked as moving to the right a higher number should always
be to the right of a lower number.

If a child demonstrates some higher end benchmarks, but misses some

developmental steps, place the numeral for that quarter near the lowest benchmark
and place an asterisk on the higher one. Address the issue in the comment sections.

All asterisks should be explained further in the comment section.

The Citizenship Standards section is the only area that is not a continuum. All
satisfactory areas are marked with the appropriate numeral and areas of concern are
marked with an asterisk and then expanded upon in the comment section.

Comments should be dated with the closing quarters date.

The Multiple Disciplinary Team

A multiple disciplinary team can serve as a support system for teachers who have
children with special needs. The team is typically made up of the principal,
psychologist, speech/language pathologist, counselor, nurse and other resource personnel
and usually meets on a weekly basis. It may have a chairperson from whom the
classroom teacher can request a place on the schedule. The chairperson may give the
teacher a form to fill out about the child. If a teacher is hesitant to bring a problem
before the team, it may be appropriate to request the principal, nurse, psychologist or
counselor to observe the child in the classroom first then follow up with the team.
Only those children whose behavior, progress or health fits into the extreme
edges of the developmental scale should be considered. A child whose parents request
testing, or one for whom a second year of kindergarten seems advisable, should also be
scheduled.
The team may recommend testing or further observation. The results should be
shared with the team and a special course of action may be assigned to the proper
specialist, the classroom teacher, or a combination. Then a conference with the parents
and the test administrator may be set up. It is advisable for the classroom teacher to be
present at the conferences.
Speech and Language Pathologist
The role of the speech and language pathologist in the kindergarten classroom is
many fold. Early in the year, all kindergartners may be screened for speech, language
and hearing problems. Those children found to have problems might be enrolled in the
Speech and Language program in a group or on an individual basis. Most kindergartners
in the programs are working on language acquisition, building vocabulary and
categorization skills. The SLP may choose to work in the classroom or in a speech
room. The SLP may also be available to the kindergarten teacher on a consultant basis to
handle problems that may not require direct services. The SLP should also be available
to counsel parents regarding normal speech and language development and to help
parents encourage good language in their children.
Resource Teachers
Various Resource Teachers may be available to aid kindergarten teachers, as
well, as students upon request. For the teacher, materials in the areas of visual
perception, fine/gross motor, math readiness, listening skill or visual/auditory memory
can be provided by a Resource Teacher. Also that teacher can be helpful in providing
screening devices and follow-up activities for deficit areas. Resource Teachers may
share behavior modification techniques with teachers and sometimes act on a consultant
basis. In addition, Resource Teachers may provide parents with ideas for helping their
child develop better listening skills, motor skills. etc.

Nurse
The role of the school nurse in the kindergarten classroom might be to:
4do some health teaching in the classroom to help meet health curriculum objectives
4share with the teacher the results of immunization surveys, multiphase screening (i.e.
vision, dental, height, and weight) and make referrals and do follow-up, as necessary,
on all students including new arrivals throughout the school year
4act as a consultant and resource person when problems arise with students, i.e.
excessive absences, prolonged illness, concern of abuse or neglect, etc.
4
cooperate with special education services by gathering and recording health
information on students with special physical, psychological, or developmental needs
4
manage communicable disease programs through consistent enforcement of
existing school policies; including HIV awareness presentations
4help maintain a safe and healthful school environment so that conditions which might
interfere with the teaching-learning climate are minimized
4maintain good communication between parent, school and community health
agencies to share resources and facilitates and foster community health education
Counselor
Consistent with a developmental philosophy, school counseling should concern
itself with the developmental process of maximizing potential. Living and functioning
effectively depends on the interaction of an individuals self-concept and the complexity
of influences and experiences that the person accumulates. The counselor can work
within the educational framework and the childs total environment to help each child
understand themselves and their surroundings and to learn to make choices and decisions
which lead to effective functioning as a worthwhile being. The school counselor can
also act as an advocate for the child with parents, teachers, school administrators, courts,
agencies and others. The counselor may counsel children individually or in small groups
and may organize programs to provide developmental activities for classrooms that help
meet health curriculum objectives. The counseling curriculum may include instruction
in safety issues including guns, strangers, good touch/bad touch, and drug awareness.
Counselors should be an integral part of the school staff and can take an active role in
MDT meetings, conduct workshops, and provide support to teachers and other school
staff members.
Psychologist
School psychologists serve as resource persons and consultants to school
personnel in terms of understanding behavior patterns, social/emotional adjustment,
learning styles and abilities. The school psychologist, as a member of the MDT can
assist in development, facilitate implementation of, and evaluate individual educational
programs for children with special needs. A school psychologist can work with children
as individuals or in groups, and be a consultant to teachers and parents who are seeking

more insight into working with a particular child. The psychologist is also a resource for
locating appropriate outside specialists and agencies if requested by parents.

Reporting Progress in Kindergarten

The granddaddy of all home/school communication is the report card. It is
especially important in the developmental kindergarten classroom, as this may be the
first formal reporting that parents may receive. The report should be clear and concise
and should be used as a tool to inform parents about developmental learning, as well as,
their childs progress.
Profile of Developmental Outcomes - Kindergarten
A developmental continuum report card like the Profile of Developmental
Outcomes, is just such a tool. It not only describes what is being taught, but also how it
is being taught. Within each area of the kindergarten program, benchmarks or
developmental steps are identified and described in easy to understand terms for parents.
Parents will not only be able to understand where their child fits into this continuum, but
will also understand what the goal for mastery level is for a particular skill.
Since this type of reporting may be new for both parents and teachers it is
important that teachers have a clear understanding and consensus of these identified
benchmarks and are able to articulate this understanding to parents. the following is a
sample letter that might be distributed to parents prior to the first reporting period.

SAMPLE LETTER TO PARENTS PRIOR TO REPORTING

To: Kindergarten Families
In the near future your child will be receiving a report of student progress called, Profile of
Developmental Outcomes. Since this report may be new to you and not look like any of the report
cards from your educational experiences, this letter is being sent to help you in interpreting the
information on the profile.
First of all, this profile does not use the concept of grades. Student progress is marked with
a number 1-4 to identify progress on a continuum of learning for each quarter. (The number 1
being first quarter, 2 second quarter and so on.) The continuum is like a bar graph that is located
above a description of five developmental steps or stages. The steps are organized from left to right
in increasing order of difficulty. The skill written on the left side of the bar graph describes a skill
that is most widely recognized as a beginning skill in kindergarten. The skill written on the right side
of the graph describes what skill is recognized as a goal for mastery for most kindergartners. You
may notice that your child has a variety of left, middle, and right side placements - this is very typical
of an average kindergarten child. Every child is unique and should only be compared to their own
progress over the course of this year.
If you have any questions concerning specific skill levels and the answer is not found in the
comment section, please call me at school. If you need more than a short chat we can make an
appointment to get together.
Sincerely,

Some kindergarten teachers may feel the need to report more quantifiable
information to parents. This can be accomplished several ways. The comment section
in the Profile of Developmental Outcomes form is extensive. There are no limits on
the amount of comments and each section can be identified with the date of the report.
In addition, the bar graphs above each skill area may accommodate a brief note that
directs parents to more information in the comment section. At any time, the teacher
may choose to conference with parents and share the information on the Kindergarten
Assessment form.

Kindergarten Assessment Form

The Kindergarten Assessment form may be used in conjunction with the
Profile of Developmental Outcomes report to assist the teacher in gathering
information about individual children for the purpose of reporting, as well as,
designing instruction. The assessment form may be used in several ways. A copy of
the form may be generated for each child and the teacher may keep this form in an
individual portfolio of student progress. Or the teacher may organize the form into a
laminated, non-consumable assessment booklet that is administered individually and
then transferred to a whole class record sheet. (A sample copy of this booklet and
class record sheet can be found in the black-line master section.) Rather than
duplicate the assessment process and over-burden the kindergarten child. The teacher
may modify this assessment form to include information gathered from more formal
assessments that are administered school-wide, district-wide or even statewide. The
form could also be modified to reflect areas of assessment that are administered at
different times during the kindergarten year - Fall, Winter, Spring.

Kindergarten Assessment Form

Auditory Discrimination
Rhyme:
Tell me if these words rhyme. (Like hair - chair)
cat - hat
ball - tall
man - van
bed - rug
boy - girl
pill - hill
Generate Rhyme:
Tell me a word that rhymes with . . .
cap_____ dog_____ ten_____ bug_____

rain_____

card_____

Sound Segments:
Can you stretch the sounds in these words one at a time. (Like cat,/c/, /a/,/t/)
pot
bun
pig
can
stop
clap
Sound Blending:
What word do these sounds make when you put them together? (like /f/-/a/-/t/, fat)
bed pot
lip
man
fast
card
Letter-Sound Relationships:
What letter do these words begin with? (Like diaper D-child names letter.)
bear dog
sun
pen
tent
vest
jar
red
nest lip
fat
kite window hat
garden
Beginning Sounds:
Tell me the first sound you hear in these words. (Like /d/-/o/-/g/-child repeats first
sound.)
top cake
rug
fish
Ending Sounds:
Tell me the last sound you hear in these words. (Like /l/-/o/-/g/-child repeats last
sound.)
fit
kiss
ham ball
Middle Sounds:
Tell me the middle sound you hear in these words. (Like /p/-/i/-/t/)
hog cap
sit
hen
Syllable:
Clap how many beats you hear in these words. (Like dra - gon, clapping 2 xs)
cup baseball boat
bicycle garden

Visual Discrimination
First Name: (Teacher provides visuals.)
Find your name on this paper.
Colors: (Teacher provides visuals.)
Name these colors.
Shapes: (Teacher provides visuals.)
Name these shapes.
Numbers: (Teacher provides visuals.)
Name these numbers.
Letters: (Teacher provides visuals.)
Name these letters. (Upper and Lower Case)
Last Name: (Teacher provides visuals.)
Find your last name on this paper.
Letter/word/sentence: (Teacher provides visual.)
Show me a box with just a letter in it - show me a box with just a word in it - show
me a box with just a sentence in it.
Sight Words:
Can you read these words?
MOM DAD CAT DOG
the
and
was
see
of
go
we
have

LOVE
to
said

Mathematics
Problem Solving:
Tell me what comes next in these patterns. ABAB

AABAAB

ABCABCA

Number Concepts:
. Rote Counting - Let me hear you count.
. One-to-one - Count these blocks.
. Conservation of Number - Does this row have more, the same, or less than this
row (Teacher provides visuals.)
. Number Value/Symbol - Show me the group with this ___ many. (0-8)
(Teacher provides visuals.)

Physical Development
Large Motor:
. Balance - Lets see how long you can balance on one foot?
. Alternate Movement - Can you skip, hop, etc.?
. Catching/Throwing - Throw/catch this bean bag.
Fine Motor:
. Writes Name
. Use Crayons/Pencil - Copy these shapes. (Teacher provides model.)
. Scissors - Cut out this circle. (Teacher provides sample.)
. Trace/Copy #s Letters - 12345 . . . ABCDE . . . abcde . . .(Teacher provides
model.)

Personal Knowledge
.
.
.
.
.

Age - How old are you?

1st/Last Name - What is your first and last name?
Phone # - What is your phone # (area code)?
Address - What is your address?
Birthdate - What is your birthdate (month/day)?

Using the Kindergarten Assessment Booklet

These skills are sequenced to the Profile of Developmental Outcomes, from
beginning level to mastery level. Therefore, the teacher may determine that an
individual student need only be assessed to frustration level (ceiling). The booklet
does not indicate divisions or time periods. Teacher should view the booklet as a
flexible tool to accommodate a variety of skills.
Auditory Discrimination
Detect Rhyme/Generate Thyme: The teacher may decide that nonsense words are an
acceptable response.
Syllable: The teacher may find it helpful to demonstrate syllable by saying a word
with their lips closed and clapping the beat.
Sound Blending/Sound Segments: The teacher may wish to demonstrate blending
sounds with a visual aid, such as a rubber band or pulling fingers apart and together.
Letter Sounds: The teacher may wish to emphasize the beginning sound with a hand
motion.
Identify Beginning, Middle, and Ending Sounds: Reminder! These items are
developmentally sequenced. The teacher may use discretion in continuing the
assessment with a student who is struggling.
Visual Discrimination
The teacher may find it helpful to use a blocking method to isolate assessment
sections.
Color/Name/Shapes: The teacher may use a separate sheet to assess color
recognition. This section may also be used to assess recognition of color words.
Numbers: The sequence of the number identification is coordinated to the profile.
The teacher can see at a glance if the student recognizes numbers to their age.
Letters/Upper/Lower: The teacher may individualize the assessment by starting with
the letters in the childs name.
Sight Words/Identify Letter/Word/Sentence: These words are sequenced according
to high interest, followed by words from the word bank on the Idaho Reading
Indicator.
Mathematics
Problem Solving: The teacher may wish to model reading the first pattern, i.e.
circle, square, circle, square. The teacher draws the response in the space provided.
The child may have another name for the symbols and still have a correct response.
At this time, the teacher may wish to assess more in-depth classification/sorting skills,
using junk boxes or manipulatives.
Rote Counting/One-to-One/Number Value/Symbol: The teacher refrains from using
the number name while evaluating number value/symbol. Instead, the teacher shows a

separate number card (in random order) and asks the student to show the group
represented by that number symbol.
Conservation of Number: The teacher may wish to use a blocking method to isolate
the activity and focus attention to one group at a time.
Physical Education
Large Motor: The sequence of the large motor skills follows physical education
guidelines.
Fine Motor/Uses Crayons/Pencils/Scissors: The teacher may wish to have the
student write their name on a separate piece of paper. They may also wish to attach
the cut out circle.
Trace: The teacher may wish to initially have the child trace shapes, letters, and
numbers. Then move to copying.
Copy: This area is very open-ended. The teacher may wish to have the child copy the
numbers in the first assessment. Then, extend the sequence at a later assessment. The
teacher may wish to use a separate piece of paper.
Personal Knowledge
These are not sequential skills. The teacher may wish to utilize adult helpers to gather
this information.

Using the Profile of Developmental Outcomes

Key
1 = First nine weeks
2 = Second nine weeks
3 = Third nine weeks
4 = Fourth nine weeks
* = used in place of a number to refer parents to an explanation in the comment
section. Student may not be following a traditional developmental sequence, i.e. the
student can associate letters to letter sounds before being able to count syllables.
N = not evaluated. Teacher may feel that it is inappropriate to evaluate an area at a
particular time for a particular child.
Language and Literacy
Oral Language: subjective area based on teachers impressions of student abilities in
expressive language.
Auditory Discrimination: follows sequential development of phonemic awareness
assessment booklet.
Visual Discrimination: begins with colors, names, shapes and proceeds to lower case
letters assessment booklet.
Writing: subjective area based on teachers impressions of student abilities in written
language from scribbling to invented spelling.
Reading: somewhat subjective, but IRI information can be utilized and information
from the assessment booklet.
Attitudes Toward Literacy: totally subjective based on teachers observations of
student interactions with literature.
Mathematics
Problem-solving: may be assessed with patterning and classification activities and the
assessment booklet.
Number Concepts: can be assessed using hands-on materials and the assessment
booklet.

Learning Behaviors

All areas are subjective, based on teacher observation.

Physical Development
Large Motor: some subjective, but can be demonstrated and recorded in the
assessment booklet.
Fine Motor:
booklet.

demonstrated skills through assigned activities in the assessment

Personal Knowledge
This area is not a continuum of developmental benchmarks. Teachers determine if
skills have been mastered by assessing each skill independently and recording it in the
assessment booklet.
Citizenship Standards
This area is also not a continuum. Teachers determine if skills have been mastered
and record the corresponding number for that area. Any areas of concern are marked
with (*) and then explained in the comment section. The following list may be helpful
in identifying the characteristics that define these district-adopted values. (see chart)

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Live the values of Respect, Dignity, Honesty, Responsibility and Teamwork.
RESPECT is the act of giving particular attention
The child who demonstrates respect. . . .
#
is friendly, polite, and shows common courtesies
#
listens actively to what someone has to say
#
considers the points of view of others
#
cares about the feelings of others
#
uses appropriate words and avoids swearing, name calling, obscene gestures and
inappropriate touching.
#
dresses appropriately
#
listens and follows directions
#
demonstrates self-respect through wellness, fitness and hygiene
DIGNITY is the state of being worthy, honored and esteemed
The child who values dignity. . .
#
finds value in others and lets them know
#
talks out a problem, avoids violence and hurting others
#
has self-respect and a calm self-esteem
HONESTY is a fairness and straightforwardness of conduct and adherence to the facts
The child who values honesty. . .
#
gives credit for a borrowed idea
#
admits and corrects mistakes, even if others dont notice
#
tells the truth
#
returns what is borrowed
#
adheres to; Say what you mean, do what you say and keep promises
RESPONSIBILITY is moral, legal and mental accountability, reliability and
trustworthiness
The child who demonstrates responsibility. . .
#
behaves within the laws and rules of the team, organization, state and the nation
#
accepts the consequences of their actions
#
is prepared and does their share of the work
#
is on time and completes work on time
#
makes positive contributions
#
takes pride in the home, school and community and avoids destructive acts
#
views mistakes as opportunities to learn and takes the risk of trying
TEAMWORK is work done by several people with each doing a share of the work
The child who understands teamwork. . .
#
pitches in to help others
#
asks and encourages others to participate
#
changes habits to meet the groups need when working on a group project
#
encourages others to express their points of view

Kindergarten Profile of Developmental Outcomes Student

Teacher

School

Key: 1=first quarter 2=second quarter

3=third quarter
4=fourth quarter
Any area marked with (*) is addressed in the comments section.
Beginning Level

INDEPENDENT SCHOOL
DISTRICT OF BOISE CITY
Mastery Level

8169 West Victory Rd.

Boise, Idaho 83709

Language and Literacy

Oral language

Comments
Is non-verbal

Uses language to
satisfy basic wants/needs

Uses language often in

work and play with peers

Describes real
or imaginary situations

Speaks with well-developed

vocabulary and sentences

Can blend
segmented sounds
into words

Can associate
letters to letter
sounds

Can separate
sound segments

Recognizes shapes,
numbers to age

Recognizes capital
letters

Recognizes numbers
above age

Recognizes lower
case letters

Uses letters or
letter-like signs
to represent writing

Uses letters to
represent words

Copies words
spontaneously

Invents spelling of
words, uses phonetic clues

"Reads" signs
high interest and
sight words

Discriminates between
letters, words,
sentences

Uses reading
strategies independently
(context clues, phonics)

Focuses interest
when read to

Demonstrates
book-handling
knowledge

Chooses reading
and writing independently

Recognizes /extends
patterns (AB) using
a variety of materials
and/or symbols

Creates patterns
(ABCABC) using
a variety of materials
and/or symbols

Classifies by more
than one attribute
at a time (size, color)

Relates number
values to symbol

Uses knowledge of number

Understands conservation
to solve real problems
of number (# remains
same, group/shape changes)

Focuses attention
on self-selected
tasks

Focuses attention
on teacher-selected
tasks

Works independently on selfselected and

teacher-selected tasks

Follows complex
directions,
maintains focus

Prefers familiar
tasks

Tries new tasks

Accomplishes tasks
with efficiency

Uses previous
knowledge to solve
tasks independently

Asks questions
cautiously

Asks questions
with confidence

Asks pertinent
questions

Uses resources to
find answers

Explores available
materials

Invents simple
dramatizations or
projects with
materials provided

Asks or looks for

available materials
to accomplish
projects

Works competently
on complex, creative,
imaginative,
self-initiated tasks

Beginning to
develop cooperative
play skills

Consistently plays
cooperatively with
others

Demonstrates leadership
skills in work and play

Participates in group
conversations

Participates responsibly
in group activities

Is sensitive to and
articulate about needs
of others

Demonstrates good
balance

Demonstrates throwing/
catching skills

Demonstrates alternate
movements through
space (jump, hop, skip)

1st Conference

Auditory Discrimination
Recognizes
rhyme

Can count
syllables

Visual Discrimination
Recognizes
colors and
name

Writing
Scribbles and
uses writinglike behavior

Reading
"Reads"/retells "Reads" from
a story using memory word
pictures
for word

1st Semester

Attitudes Towards Literacy

Shows little
interest in
books/writing
activities

"Reads"/asks
questions about
environmental
print

Mathematics
Problem-solving
Manipulates
objects
randomly

Sorts by
likenesses and
differences
spontaneously

Number Concepts
Counts by
rote

Demonstrates one-to-one
correspondence
(counts objects)

3rd Quarter

Learning Behaviors
Attention Span
Has rapidly
changing
focus of
attention

Initiative
Observes
rather than
participates

Curiosity
Watches
silently

Creativity
2nd Semester
Wants to be
told what
to do

Social Skills
Peer Relationships
Observes
play of
others

Plays alone or
is involved in
parallel play
(side by side)

Cooperative Groups
Does not
seek help
when needed

Communicates with
adults primarily to get
help

Physical Development
Large Motor
Demonstrates Demonstrates ability to
maintain body position
movement
control within
own space

Teacher:
Attendance

Fine Motor
Uses crayons
or pencils
appropriately

Uses scissors
efficiently

Personal Knowledge
Knows age

Principal:

Knows first, last

name

Traces shapes,
letters, numerals

Copies shapes,
letters, numerals

Demonstrates detailed
work with good eye-hand
coordination

(This is not a continuum.)

Knows birth date
(month/day)

Knows telephone #
(including area code)

Knows address
(including city, state)

1st Semester
Days Present
Days Absent
Times Tardy

Assigned next year to:

Date

This report card was created with the Hurd PCS Report Card Program. This software was custom created for Boise School District by Hurd PCS, Boise, Idaho.

2nd Semester

To: Kindergarten Parents,

Your child is receiving a report of student progress called a Profile of Developmental Outcomes. This
type of report may be new to you and not look like any of the report cards from your educational experiences.
This guide is intended to help you interpret the assessment your child is bringing home.
This profile does not use the concept of grades. Student progress is marked with a number 1-4 to
identify progress on a continuum of learning for each quarter. (The number 1 being first quarter, 2 second
quarter and so on.) The continuum is like a bar graph that is located above a description of five developmental
steps or stages. The steps are organized from left to right in increasing order of difficulty. The skill written on
the left side of the bar graph describes a skill that is most widely recognized as a beginning skill in kindergarten.
The skill written on the right side of the graph describes what skill is recognized as a goal for mastery for most
kindergarteners.
You may notice that your child has a variety of left, middle and right side placements. This is very
typical of an average kindergarten child. Every child is unique and should only be compared to his or her
progress over the course of this year. We hope this profile will help you understand where your child is
beginning in each skill area and where you can expect him or her to progress over the year.

LANGUAGE AND LITERACY

Auditory Discrimination: The ability to detect thyme is a key skill in learning to read. As children develop
the ability to recognize sound similarities, they progress to recognizing syllables, blending separate sounds into
words and matching sounds to letters. Finally, they are able to take apart all the sounds that make up a word.
Visual Discrimination: Beginning skills in visual discrimination include recognizing colors and first name.
The skills progress to the most visually similar symbols, which are lower case letters.
Writing: Writing skills progress from a scribbling stage to skills that involve using conventional elements such
as phonics and spelling. Along the way, children will pass through stages where they use letters to represent
whole words, copy words they see in the environment and invent their own spellings using the dominant
sounds they hear.
Reading: Many early reading skills are modeled in the home when parents read to their children and allow
them to retell the story, pretend read the text and read from memory. These early skills of retelling pretend
reading and reading from memory are important steps in book awareness and emergent reading. Children will
also begin to read words that have personal importance such as family names or favorite toys, road signs, even
restaurants. Eventually children learn terms like letter, word and sentence and begin to use conventional
strategies of gaining meaning: pictures, context and phonetic clues.
Attitudes toward Literacy: Attitudes towards literacy begin to develop at home by getting children excited
about literature and setting the tone for classroom experiences. Our goal in kindergarten is to build upon these
experiences and develop a life-long love of literature.
MATHEMATICS
Problem solving: Problem-solving is a necessary skill in all of mathematics. Children are given materials to
explore and use to develop their understanding of mathematical concepts such as sorting, patterning (from
simple to complex designs), classifying and comparing a variety of objects.
Number Concepts: The childs world of numbers includes: counting from memory, counting objects one at a
time, and understanding the value of a number when represented by a symbol. A more difficult concept is that
an amount of objects is conserved, or does not change, if it is resized or regrouped. Children then move on to
applying math concepts to real situations.
LEARNING BEHAVIORS / SOCIAL SKILLS
In kindergarten, an emphasis is placed on social and emotional development. These have crucial implications
for success in school and cannot be measured quantitatively. These are recorded based on observations of
learning and social interaction in the classroom. The goals for these areas are to help children develop into
confident learners, with positive self-concepts and appropriate attitudes towards others and the learning
environment.
PHYSICAL DEVELOPMENT
Gross motor development such as body control, balance, skipping and throwing; closely align with abilities in
the fine motor areas. Experiences that involve eye-hand coordination lead to success in handling scissors and
writing tools.
PERSONAL KNOWLEDGE
The personal knowledge area of the Profile of Developmental Outcomes is the only area that is not presented as
a continuum. It is important for children to know this information and it is reported as it is learned, which may
occur in any quarter.

BLACK-LINE
MASTERS
(Black-line masters are organized in the sequence in which
they are referenced in the preceding document.)

Communicating about the learning context:

! Kindergarten Registration materials
! Kindergarten Orientation materials
! Parent/Teacher Conference material
! Kindergarten Assessment/Evaluation forms
! Kindergarten Logo/Letterhead

A Time to Talk and Share

The conference offers a special opportunity for parents and teacher to share information about
the child. The best conferences end with both the parents and teacher feeling they have learned
something about the child. You can make the most of your conference time by using some of
these suggestions.
Before you go:

1. Think about what you want to tell the teacher about your child.
2. How does your child feel about school?
3. What does your child like to do after school?
4. What special interests does your child have (dinosaurs, cars, art, sports,
cooking, etc.)?
5. Is there anything you would like to tell the teacher that would help in
understanding your child?

At the
Conference:

1. Arrive on time.
2. The teacher will be prepared to tell you about your childs school
work. Here are some questions you might want to ask.
a. In what subject does my child do well?
b. What needs improvement?
c. Are there any special programs that could help my child?
d. What can I do at home to help my child?
3. Ask questions about any part of the school program that you have
questions about (homework, recess, test results, etc.).
4. Leave promptly when your conference time ends.

When you
get home:

1. Tell your child something good that the teacher said.

2. Jot down any important points to share with your spouse.
3. Keep communicating with the teacher throughout the year by telephone
and notes.

How You Can Help Your Child in Kindergarten

1. Help your child learn to recognize each letter of the alphabet
independently (capital and small letters, manuscript and printed
forms.)
2. Help your child develop the correct form for printing manuscript
letters, and with placement, spacing, and reversal problems.
3. Help your child to recognize and write numbers one to ten (1 to 10)
and learn the sequence of numbers.
4. Encourage and help your child to develop an interest and curiosity for
learning.
5. Encourage and help your child to understand how to express
themselves.
6. Help your child to understand and carry out directions. Developing
the ability to listen will increase the attention span.
7. Help your child to become independent and self-reliant. Give your
child small tasks and responsibilities at home in which they can
succeed so as to develop feelings of confidence, independence, and
worth.
8. Read to your child often! Let them read to you. Ask questions to help
your child develop thinking and understanding of words.
9. Encourage your child to ask questions, read labels, sign, etc., with
which they have daily contact at home, on shopping trips, on
television, etc.
10. Encourage your child to look at magazines, newspapers, books, etc., to
find letters or words that they know and recognize from reading and
work in school.
11. Give your child time to read and explain any work they bring home.
Encourage your child to bring home all their work to share with you.
Give praise and acceptance for your childs efforts. This will also
help you know the progress your kindergartner is making throughout
the year.
Your child must be encouraged for their own efforts and must be taught
the value of learning, why it is important, and how it can benefit them in
every day life.
Your child is now working at their own rate in the classroom. And, with
the two of us working together, your child will work up to their own
capacity and ability. Your child needs both of us to help them succeed.

Boise School District

Preschool
Screening
Services are available for children
with special needs through the
Boise School District Early
Childhood Special Education
Program. Please call to set up an
appointment for a screening if you
have a child who is from 3 to 5
years old and may have possible
problems in one or more of the
following areas:
!

Self-Help Skills

Speech/Language

Social/Emotional

Concepts

Vision

Motor Skills

Screening Dates
August
September
October
November
December
January
February
March

Call 287-2142 or 287-2143 for an Appointment

PARENTS:
PLEASE
INFORMATION

FILL

OUT

THIS

ADDITIONAL

REGISTRATION

If you work outside the home, where is your child before and after the kindergarten session?
______________________________________
before

_______________________________________
after

Babysitters telephone number:_______________________________________________________

Please explain any allergies (Note: Kindergarten children have snacks at school.)
________________________________________________________________________________
________________________________________________________________________________

In Case of emergency, someone can be reached at:_______________________________________

Home phone:________________________

Work phone:_______________________________

Emergency phone:____________________

Relationship to child:________________________

_________________________
Date

___________________________________________________
Signature of Parent or Guardian

Permission Slip
I give permission for my child_____________________________________ to participate in
the field trips of the kindergarten during the school year. I understand that I will be notified
beforehand of the date and destination of each trip.
_________________________
Date

___________________________________________________
Signature of Parent or Guardian

I also give permission for my child to have his/her picture taken either for publicity purposes or for
general kindergarten use.
___________________________________________________
Signature of Parent or Guardian

Childs name:____________________________________________________________
Address:________________________________________ Phone:_________________

The following information would assist me during the year:

1.

Name you want your child to be called:_________________________________

2.

My child will (check those that pertain):

________
________
________
________
________

3.

walk to and from school

come to school with_______________________________________
come to school by school bus #______________________________
ride school bus #__________ home.
ride the p.m. school bus home with __________________________
(older brother, sister, or neighborhood child)

My child comes from or goes to a babysitter on M, T, W, Th, F.

Name of babysitter________________________________________________
Address__________________________________ Phone:________________

4.

5.

Does your child have any particular problems that concern you?
(Stumbling a lot, short interest span, bed wetting, temper tantrums, food or animal
allergies)________________________________________________________________
________________________________________________________________________
______________________________________________________
What do you hope the kindergarten experiences will mean to your child?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________

Childs name:______________________________________________________________
Parents name:_____________________________________________________________
Address:________________________________________ Phone:___________________

There are so many ways that you can help make this year a special one for your child and all
the children at kindergarten. Kindergartners learn best when they are active and selfdirected. This type of program needs extra help if it is to work smoothly.
At home, I will help by:
_______ drawing, making posters, making games, etc.
_______ sewing

________typing

________other__________________________

_______ babysitting for another parent so they can volunteer in the classroom.
If you or someone in your family has a special ability or interest which has not been listed,
please add it here_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
For field trips, I will:
_______ drive children in my car and meet the teacher at the destination.
I have liability insurance and seat belts for _______ children.
At school I will come in:
_______ once a week

_______ once a month

_______ twice a month.

I can help on ___ Monday ___ Tuesday ___Wednesday ___ Thursday ___ Friday.

PLEASE SHARE WITH THE SCHOOL

Dear Parents:
We need volunteers to help us with our kindergarten program. You can share your time by
helping while you are at home or at school. If you want to share in any way, please let us
know.
Are you interested in volunteering this year? ______ YES

______NO

Check the ways you want to help.

______ In the classroom

______ At home

WHAT WOULD YOU LIKE TO DO?

______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______

Share your hobby or travel experience

Help children in learning centers
Be a room mother or father
Supervise a puppet show
Go on field trips
Care for another volunteers children
Substitute for other volunteers
Develop a learning center
Tell stories
Read to children
Make games
Listen to children read
Make books
Share your recipes
Help children check out books or games
Stuff weekly Friday Folders.
Prepare monthly book orders
Sew or mend dress-up clothes and/or other projects

Please give us your suggestions._________________________________________________

___________________________________________________________________________
Comments:_________________________________________________________________

When can you come?

Monday

Tuesday

AM/PM

AM/PM

Wednesday

Thursday

AM/PM

AM/PM

__________________________________________
Name

Friday

AM/PM

____________________________
Phone

Kindergarten Questionnaire

Childs Name_______________________Nickname:___________________

1. Does your child have allergies or health problems?

2. Is you child right handed, left handed, or no

preference

3. Has you child ever attended preschool?

___No
If so, where?

___Yes

4. What are your childs strengths and weaknesses?

5. How will your child get to and from school?

To school:
From school:
6. What would you like your child to gain from the
kindergarten experience?

The First Day of School

I used to be little, but not any more,
Tomorrow Ill get up and walk out the door.
Im going to school its the first time for me.
Its great to be big, but Im scared as can be.
My tummys in knots. Do you want to know why?
Im thinking that maybe, just maybe, Ill cry.
When Dad leaves the school and Im there alone,
Im thinking that maybe Ill want to go home.
But wait Mommy said Ill play lots of new games,
and meet lots of friends I can learn all their names.
The first day of school, oh theres so much to do!
Theres painting and books and a big playground, too.
I used to be little, but not any more.
Tomorrow Ill get up and walk out the door.
Im going to school its my first day, you see.
Its great to be big! Im so glad that Im me!

IMMUNIZATIONS FOR
KINDERGARTEN

3
4
1
3

POLIO
DTP
MMR
HEP B

SAMPLE ALPAHBET CHART #1

A b

B c

C d

D e

F g

G h

H i

K l

Lm

Mn

N o

P q

Q r

R s

S t

U v

Vw

Wx

X y

SAMPLE ALPAHBET CHART #2

a

A b

apple
f

B c

ball
F g

fish
k

G h

K l

pig

queen

vase

umbrella

Z sh

zoo

ship

turtle
X y

six
ch

thimble

sun

wagon

octopus
S

W x

th

jam

nest

rug

N o

R s

V w

indian

mittens

elephant

M n

Q r

U v

duck

house

lamp

D e

H i

L m

P q

cat

garden

kite

C d

yarn
wh

chain

wheel

BLACK-LINE MASTERS FOR:

Kindergarten Orientation

Summer Learning Ideas for You and Your Kindergartner

! Plan a trip to your local nature center. When you return, help your child write a story or tell what
was observed at the center.
! Act out a favorite book or story.
! As your child experiences new things (sea shells, birds, plants), start a scrapbook of photographs,
drawings or samples and help your child write about them.
! Write a family story. Have each member write a section. Smaller children can tell their portion to
an older family member who can write it down for them.
! Have a creative day. Every family member has to create something (a poem, a drawing or
painting, a sculpture of toothpicks, etc.). Family members will tell what they were trying to do and
how they went about it.
! When a family member reads a book, have him/her give a brief (limit to a few minutes) book report
at the dinner table. Encourage discussion.
! Have children plan the family menu for a meal, prepare a shopping list (using available coupons)
and allow them to serve it.
! Plan a treasure hunt using verbal or picture clues.
! Draw a hopscotch grid. Number all the squares. When jumping from square to square, say the
number out loud.
! Spin a globe. Have a family member stop the globe by randomly pointing at a spot. Then name it
by land or water.
! Plan a make-believe vacation in a distant land. Talk about the types of things you would see.
! Have a guess how many beans in the jar contest. Let everybody write down a guess. Everybody
helps count. Everybody shares the method they used to make their guess.
! Help your child write a letter to a friend or family member.
! Have each family member start a collection. Keep it going all summer and one-day plan an
exhibit. Each person should display the collection (bottle caps, leaves, pressed flowers, cans,
whatever) and explain what they learned.
! Write a family newsletter together about summer activities and events. Include an article about
each family member.
! While riding in the car, blindfold one member of the family (other than the driver, of course). Have
the rest of the family members describe the scenery. Include sights, sounds, smells, heat/cold, and
textures.
! Keep track of the high temperature each day by using a graph.
! Take a weekly trip to the library. Keep a list of each book read.
! Keep a journal of where youve been and what youve done while traveling. Make sure things are
listed in the order in which they occurred.
! Examine the phone book and introduce your child to the various headings on the emergency page.
Prepare your child to handle any problem that might arise.
! Cut letters out of headlines and ads in the newspaper. Draw pictures or write a word using each
letter.
! Prepare to go to school by making a list of what is needed in the way of clothes and school supplies.

Ready...

Set...

Learn!

A Parents Guide to Kindergarten Readiness

Dear Parents:
Welcome to Kindergarten in the Boise School District! Expectations for
our Kindergarten staff and students are high, and we will do our best to
help all youngsters realize their potential.
We are committed to providing quality educational experiences for every
student enrolled in our school. This handbook provides some suggestions
to help you with this important foundational school year.
We believe that parents and guardians are an important part of our
educational team, especially during the early years. Parent participation
in a childs education enhances the school experience. I encourage you
to take part in the many opportunities for involvement in our school.
I hope you will feel free to contact me with any questions, comments,
suggestions or concerns about our school. We believe we have an
outstanding educational environment and we are always willing to do
anything we can to improve.
Our doors are always open to you. Let's join hands in Educating Today
for a Better Tomorrow.
____________________________
Principal
____________________________
Telephone

For more information, contact: Boise School District

Public Information & Communications Office
8169 W. Victory Rd.
Boise, Idaho 83709
Phone (208) 338-3400 FAX (208) 384-3145
www.boiseschools.org

Page 2

Ready . . .
Beginning School
Since the Kindergarten year lays the foundation for future success in
learning, both parents and teachers are anxious for children to get a good
start in school. Here are some suggestions to help your child get off to a
good start:

I Prepare your child for school by telling him that school is a

I
I
I
I
I
I
I
I
I
I
I
I

happy place where he will learn many new things. Share the
excitement!
Send your child to school fed and well rested.
Teach your child her first name, last name, address, and phone
number.
It is critical to send your child to school regularly and on time.
Call your child's school if he will be absent for any reason.
Show an interest in your child's school experience. Take his
learning very seriously and give praise often.
Plan to attend Fall parent-teacher conferences to discuss your
child's progress.
Feel free to visit your child's classroom often. Volunteer!
Please call the teacher or the principal if you have any questions
or concerns.
Provide comfortable clothing for your child that she can button,
zip, snap or tie.
Put your child's name on backpacks, sweaters, and outdoor
clothing.
Teach your child good health habits, including washing hands,
toilet needs, covering mouth when coughing or sneezing, and
using a tissue.
Do not send your child to school if he does not feel well (sore
throat, runny nose, cough, headache, fever, etc.).

Page 3

Set . . .
Establishing a Positive Home Environment
Parents are the first and most important teachers a child will ever have.
The home is a powerful factor in determining how well a child will do in
school. Parents want their child to succeed in school and often ask,
"How can I help?"
The ideas in this booklet are intended to help you continue to be your
child's most important teacher and to become a partner in their
Kindergarten experience.

I Set work, play and bedtime schedules.

I Develop a sense of independence by assigning responsibilities at
I
I
I

home.
Talk with your child and listen to what she has to say.
Allow children the opportunity to experiment with art materials,
color, cut, paste, clay, trace. The emphasis should be on the
process not the final product.
Most importantly, read to your child daily.

Page 4

Learn!
Reading/Visual Discrimination
HOW TO HELP YOUR CHILD WITH THEIR MAGNETIC LETTERS

I Put your letters on the refrigerator in alphabetical order.

I Find the letters in family names.
I Play "I'm thinking of a letter." Allow your child to ask questions
I
I
I

that can only be answered yes or no until they guess the letter.
Hide a letter and have your child guess the missing letter.
Sort letters by attributes: curves/straight, consonants/vowels,
colors, etc.
Take one letter and match it to environmental print around the
home.

OTHER IDEAS

I Choose a letter and look for that letter as you read a book
together.

I Write a grocery list with your child by involving them in identifyI

I
I
I

ing letter names.

Play memory games with upper and lower case alphabet cards.
Play a riding in the car game that involves identifying familiar
signs and logos in the environment.
Look for letters on cereal boxes, ads, food products, clothes, etc.
Provide opportunities for your child to name colors.

A B

x y z

Page 5

Learn!
Writing/Fine Motor
HOW TO HELP YOUR CHILD WITH THEIR NAME WRITING STRIP

I Using the strip, have your child trace their name saying each
letter, progress to writing their name on their own.

I Placing a thin piece of paper over the strip, have your child copy
I
I

their name. Using that paper cut it apart and have your child
reassemble it.
Pour salt onto a plate and allow your child to write their name in
the salt using the name strip as a model.
Provide clay or play dough and have your child shape the clay
into the letters of his name on or below the name strip.

OTHER IDEAS

I Have your child practice with scissors by cutting from magazines,

I
I
I

newspapers or any available paper.

Ask your child to draw a picture about a book you've read or an
experience you've shared. Create a label or sentence to go with
the picture.
Write words or sentences with your child and say the letter
names as you write.
Practice zipping, buttoning, tying and lacing.

Page 6

Learn!
Language/Auditory Discrimination
HOW TO HELP YOUR CHILD WITH THEIR PICTURE CARDS

I Lay out the cards and help your child identify each picture.
I Find pictures that rhyme.
I Present three cards, two that rhyme. Ask your child which one
I
I
I

does not rhyme.

Lay out the cards. Help your child identify the beginning sounds
by having them repeat just the first sound after saying the word.
Present three cards, two that start with the same sound. Ask your
child which one does not belong.
Choose one card. Give descriptive clues about the picture until
your child guesses correctly. Take turns.

OTHER IDEAS

I Ask your child to retell a story with a beginning, middle and end.
I Play "I Spy" while driving in the car. Say, "I spy with my little eye
I

something that is red, and round. What is it?" Focus on developing descriptive language.
Read a book with rhyming text. After reading several times let
your child fill in the missing rhyme. Extend the activity and
challenge children to begin identifying other rhyming words,
including nonsense words.
Have your child name as many items in a category as they can.
How many fruits can you name? How many animals can you
name?

I Help your child learn their address or phone number by making

up a tune to go with it.

I Once your child learns their phone number, allow them to call
your house and leave a message.

Page 7

Learn!
Math
HOW TO HELP YOUR CHILD WITH THEIR NUMBER CARDS

I Lay out the cards and help your child identify each number.
Begin with 0-5.

I Sequence the numbers, beginning with 0.

I After sequencing, remove one card. Ask the child to guess which
I
I

one is missing.
Match the number card to numbers in the environment, the
clock, the television, the microwave, etc.
Respond to questions by holding up a number card. Say, "How
many fingers on your hand? How many wheels on a car?"

OTHER IDEAS

I Count objects like snack foods, pennies, rocks or buttons.

I Play a counting game by alternating the odd and even numbers.
I
I

You say one, they say two, and so on. The next time you play
you take the even numbers and they take the odd numbers.
Provide your child with sorting opportunities, laundry, dishes,
groceries, toys, etc.
Help your child look for one of the four basic shapes, square,
circle, rectangle or triangle in their environment.

1 2

Elementary School Phone Numbers

Adams . . . . . . . . . .
Amity . . . . . . . . . . .
Cole . . . . . . . . . . . .
Collister . . . . . . . . .
Cynthia Mann . . . . .
Franklin . . . . . . . . .
Garfield . . . . . . . . .
Hawthorne . . . . . . .
Highlands . . . . . . . .
Hillcrest . . . . . . . . .
Horizon . . . . . . . . .
Jackson . . . . . . . . . .
Jefferson . . . . . . . . .
Koelsch . . . . . . . . .
Liberty . . . . . . . . . .
Longfellow . . . . . . .
Lowell . . . . . . . . . .
Madison . . . . . . . . .
Maple Grove . . . . .
McKinley . . . . . . . .
Monroe . . . . . . . . .
Mountain View . . . .
Owyhee . . . . . . . . .
Pierce Park . . . . . . .
Riverside . . . . . . . .
Roosevelt . . . . . . . .
Shadow Hills . . . . .
Trail Wind . . . . . . .
Valley View . . . . . .
Washington . . . . . .
White Pine . . . . . . .
Whitney . . . . . . . . .
Whittier . . . . . . . . .
William Howard Taft

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338-3430
322-3800
322-3805
338-3436
338-3504
338-3440
338-3445
338-3450
338-3454
338-3457
322-3725
322-3808
338-3460
322-3812
338-3464
338-3474
338-3478
338-3484
322-3815
322-3818
338-3488
322-3824
338-3495
338-3500
338-3643
338-3505
322-3817
424-3200
322-3828
338-3511
338-3493
338-3515
338-3520
338-3508

L
UB

ION
AT
ND

BOIS
EP

OLS E DUCATIO
HO
N
SC
FO

The Boise School District would like

to thank Bank of America and the
Boise Public Schools Education
Foundation for supporting the
Kindergarten Readiness Program.

IC

Reading/Visual Discrimination

Page 4

Alphabet magnets
Stickers or stamps
Please carefully review each of the suggested activities, decide which one you will be demonstrating and make sure you
have the materials you need. Ask the parent or guardian to find the correlating page in their handbook. Please tell the
guardian or parent which activity you are modeling.
HOW TO HELP YOUR CHILD WITH THEIR MAGNETIC LETTERS

I Put your letters on the refrigerator in alphabetical order.

I Find the letters in family names.
I Play "I'm thinking of a letter." Allow your child to ask questions that can only be answered yes or no until they
I
I
I

guess the letter.

Hide a letter and have your child guess the missing letter.
Sort letters by attributes: curves/straight, consonants/vowels,
colors, etc.
Take one letter and match it to environmental print around the home.

Writing/Fine Motor

Page 5

Sentence Strip
Vis-a-vis
Please carefully review each of the suggested activities, decide which one you will be demonstrating and make sure you
have the materials you need. Ask the parent or guardian to find the correlating page in their handbook. Please tell the
guardian or parent which activity you are modeling.
HOW TO HELP YOUR CHILD WITH THEIR NAME WRITING STRIP

I Using the strip, have your child trace their name saying each
I
I
I

letter, progress to writing their name on their own.

Placing a thin piece of paper over the strip, have your child copy their name. Using that paper cut it apart and
have your child reassemble it.
Pour salt onto a plate and allow your child to write their name in the salt using the name strip as a model.
Provide clay or play dough and have your child shape the clay into the letters of his name on or below the name
strip.

Language/Auditory Discrimination

Page 6

Picture Cards
Please carefully review each of the suggested activities, decide which one you will be demonstrating and make sure you
have the materials you need. Ask the parent or guardian to find the correlating page in their handbook. Please tell the
guardian or parent which activity you are modeling.
HOW TO HELP YOUR CHILD WITH THEIR PICTURE CARDS

I
I
I
I
I
I

Lay out the cards and help your child identify each picture.
Find pictures that rhyme.
Present three cards, two that rhyme. Ask your child which one does not rhyme.
Lay out the cards. Help your child identify the beginning sounds by having them repeat just the first sound after
saying the word.
Present three cards, two that start with the same sound. Ask your child which one does not belong.
Choose one card. Give descriptive clues about the picture until your child guesses correctly. Take turns.

Math

Page 7

Number Cards
Please carefully review each of the suggested activities, decide which one you will be demonstrating and make sure you
have the materials you need. Ask the parent or guardian to find the correlating page in their handbook. Please tell the
guardian or parent which activity you are modeling.
HOW TO HELP YOUR CHILD WITH THEIR NUMBER CARDS

I
I
I
I
I

Lay out the cards and help your child identify each number. Begin with 0-5.
Sequence the numbers, beginning with 0.
After sequencing, remove one card. Ask the child to guess which one is missing.
Match the number card to numbers in the environment, the clock, the television, the microwave, etc.
Respond to questions by holding up a number card. Say, "How many fingers on your hand? How many wheels on
a car?"

Registration Forms

This is where district forms are filled out and any other materials are distributed. At this station, schools may choose to
provide an alternate activity for the children. Ideas may include a refreshment table, tour of the building, visit to the
Kindergarten classroom or school bus.

BLACK-LINE MASTERS FOR:

Assessment and Evaluation

Kindergarten Assessment
Booklet (8 pages)
Class Record Sheet (3 pages)

Kindergarten Assessment
Booklet

AUDITORY DISCRIMINATION
Detect Rhyme:
Tell me if these words rhyme. (Like hair chair)
1) cat hat________ 2) bed rug________ 3) ball tall________ 4) man van________ 5) boy-girl________ 6) pill hill ________
Generate Rhyme:
Tell me a word that rhymes with . . .
can__________ dog________ ten________ bug________ rain________ card________
Syllable:
Clap how many beats you hear in these words. (Like dra-gon, clapping 2xs)
cup________ baseball________ kite________ bicycle________ garden________
Sound Blending:
What word do these sounds make when we put them together? (Like /f/-/a/-/t/ - fat.)
bed________ pot________ lid________ man________ fast________ card________
Sound Segments:
Can you stretch the sounds in these words? (Like cat - /c/,/a/,/t/.)
pot________ bun________ pig________ can________ stop________ clap________
Letter-Sound Relationships:
What letter do these words begin with? (Like /diaper/ - d child names letter.)
bear________ dog________ sun________ pen________ tent________ vest________ jar________ red________
nest________ lip________ fat________ kite________ window________ hat________ garden________
Identify Beginning, Middle, and Ending Sounds:
Tell me the first sound you hear in the words, (like /d/-/o/-/g/ - child repeats first sound.)
top________ cake________ rug________ fish________
Tell me the last sound you hear in these words. (Like /l/-/o/-/g/ - child repeats last sound.)
fit________ kiss________ ham________ ball________
Tell me the middle sound you hear in these words. (Like /p/-/i/-/t/ - child repeats middle sound.)
hog________ cap________ sit________ hen________

VISUAL DISCRIMINATION
First Name: Find your name on this paper. (Teacher provides page with class list.)
Colors: Name these colors.

red

orange

Shapes: Name these shapes.

yellow

green

blue

purple

brown

black

Numbers: Name these numbers. (Underline those identified correctly.)

3
12
20

5
10
26

2
15
39

1
17
43

4
13
52

6
16
55

9
14
68

7
18
74

8
11
100

Letters: Name these letters. (Underline those identified correctly.)

UPPER CASE:

X
E

A
P

T
R

S
C

I
D

B
F

J
K

Z
M

LOWER CASE:

x
f
p

r
t

a
g

k
w

y
l

h
n

m
q

d
v

Sight Words: Can you read these words? (Underline those read correctly.)

MOM
the

DAD
and

was

CAT
stop

to

DOG
can

of

LOVE
go

we

up

Identify Letter / Word / Sentence:

Show me a box with just a letter in it.______ Show me a box with just a word in it.______ Show me a box with a sentence in it_____

I love my dog.

hat

The cat is black.

wagon

Mathematics:
Problem Solving: Read this pattern and tell me what comes next.

ABCABCA
Number Concepts:
Rote Counting Let me hear you count.__________

One-to-one Count these blocks.__________

Number Value / Symbol Show me the group with this many 1__ 2__ 3__ 4__ 5__ 6__
(Teacher shows separate numeral cards in random order.)

!!!

!!!
!!

!!
!!
!!!
!!!

!
!

Conservation of Number Does this row have more, the same, or less than this one?

!!!!!

Physical Development:
Large Motor:
Balance Lets see how long you can balance on one foot?________ Alternate Movement Can you jump_____hop_____skip_____?
Catching/Throwing Throw_____catch_____this bean bag.
Fine Motor:
Use Crayons/pencil Write your name here.
Scissors Cut out this circle.________(Teacher provides item to be cut.)
Trace/copy Copy these shapes.

Copy Copy these numbers and letters.

1 2 3 4 5
A B C D E
a

Personal Knowledge:
Age How old are you?________ First/Last Name What is your first and last name? _______________________________________.
Birth date What is your birth date (month/day)?_______________________________
Phone Number - What is your phone number (area code)?______-______-__________
Address What is your address?____________________________________________

Draw A Picture of Yourself:

Student Name

Detect
Rhyme

Generate
Rhyme

Sound
Blending

AUDITORY DISCRIMINATION
Sound
Letter-Sound Beginning
Segments
Relationships
Sounds

Ending
Sounds

Middle
Sounds

Syllable

VISUAL DISCRIMINATION
First
Name
Colors
Shapes

VISUAL DISCRIMINATION
Numbers

Upper
Case
Letters

Lower
Case
Letters

Last
Name

MATHEMATICS Number Concepts

Letter,
Word,
Sentence

Sight
Words

Problem
Solving

Rote
Counting

One-toone

Conservation
of Number

Number
Value
/Symbol

PHYSICAL DEVELOPMENT
Large Motor
Alternate
Catchi
Balance
Movement
ng
Jump/Hop/Skip Throwi
ng

Writes
Name

PHYSICAL DEVELOPMENT Fine Motor

Use Crayon
Trace/Copy Trace/Copy
or Pencil
Scissors
Numbers
Letters

Age

PERSONAL KNOWLEDGE
First/Last
Phone
Name
Number
Address

Birthdate

Student Name