Our Favourite Things Theme

Using the Mississippi Early
Learning Guidelines:
A Complete Curriculum for
Three-Year-Olds
Chapter 14.
July: Our Favorite Things
Darling, L. (2007).July: our favorite things. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete
curriculum for three-year-olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Chapter 14. July: Our Favorite Things
Introduction ...................................................................................................... 1
Unit Goals ................................................................................................................. 2
Letter to Families ...................................................................................................... 3
Weekly Lesson Plans . .............................................................................................. 4
Circle Time........................................................................................................ 8
Teaching Tips ............................................................................................................ 8
Songs and Fingerplays
Circle Time Song................................................................................................... 8
Willoby Wallaby Woo ........................................................................................... 8
Open Shut Them . ................................................................................................ 9
If Youre Happy and You Know It . ........................................................................ 9
The More We Get Together ................................................................................. 9
Head, Shoulders, Knees, and Toes ................................................................... 10
Ive Got Two Eyes .............................................................................................. 10
I Have Two Eyes ................................................................................................ 12
Wheels on the Bus . ........................................................................................... 12
Itsy Bitsy Spider ................................................................................................. 13
Bingo . ................................................................................................................ 13
Old MacDonald Had a Farm .............................................................................. 14
Down by the Bay . .............................................................................................. 14
Ta Te Ta Ta ......................................................................................................... 15
Apples and Bananas . ........................................................................................ 16
Circle Time Movement Activities.............................................................................. 17
Mirroring ............................................................................................................. 17
Punchinello ........................................................................................................ 17
Busy Bee and Back to Back . ............................................................................. 17
All About Me . ..................................................................................................... 18
Mirror, Mirror, What Do I See? ........................................................................... 18
Who Is Missing? . ............................................................................................... 18
I Spy With My Little Eye ..................................................................................... 19
Ride the Train . ................................................................................................... 19
Farmer in the Dell .............................................................................................. 20
Pass the Shoe . .................................................................................................. 21
Rise and Shine . ................................................................................................. 21
Find It ................................................................................................................. 22
Feed Your Crocodile .......................................................................................... 22
Obstacle Course ................................................................................................ 23
Language/Writing Center ................................................................................ 24

Teaching Tips ......................................................................................................... 24
Talking Tips ............................................................................................................. 24
Class Book: What I Like About School . .................................................................. 25
Name Recognition .................................................................................................. 25
Center Survey ......................................................................................................... 26
Whats Missing?....................................................................................................... 27
Math Center .................................................................................................... 28
Darling, L. (2007). July: Our favorite things. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for
three-year-olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Teaching Tips .......................................................................................................... 28
Talking Tips ............................................................................................................. 28
Texture Sorting ........................................................................................................ 29
What Can My Hand Hold? ...................................................................................... 29
Vehicle Patterns ...................................................................................................... 30
Checkers ................................................................................................................. 31
Science Center ............................................................................................... 32

Teaching Tips .......................................................................................................... 32
Talking Tips ............................................................................................................. 32
Touchy Feely Box . .................................................................................................. 33
The Main Attraction: Magnet Boxes ........................................................................ 34
Rainbow in a Jar ..................................................................................................... 34
Long, Short, Tall, Small ........................................................................................... 35
Blocks Center ................................................................................................. 36

Teaching Tips .......................................................................................................... 36
Talking Tips ............................................................................................................. 36
Bridging ................................................................................................................... 36
Rampin It ................................................................................................................ 37
Music Center .................................................................................................. 38

Teaching Tips .......................................................................................................... 38
Talking Tips ............................................................................................................. 38
Free Exploration of Instruments .............................................................................. 38
Dramatic Play Center ...................................................................................... 39

Teaching Tips .......................................................................................................... 39
Talking Tips ............................................................................................................. 39
House . .................................................................................................................... 39
Art Center ...................................................................................................... 41

Teaching Tips .......................................................................................................... 41
Talking Tips ............................................................................................................. 41
Finger Painting ........................................................................................................ 42
Bubble Prints . ......................................................................................................... 43
Fingerprint Critters .................................................................................................. 43
Blowing Color .......................................................................................................... 44
Playground ..................................................................................................... 45
Teaching Tips .......................................................................................................... 45
Talking Tips ............................................................................................................. 45
Free Play . ............................................................................................................... 45
Darling, L. (2007). July: Our favorite things. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum
for three-year-olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Introduction
The theme for July is Our Favorite Things. You will repeat many of
your favorite activities from the year, including songs and fingerplays,
books, and activities in the centers.
The focus for the month is for children to:
Develop receptive language skills

Increase their vocabulary and expressive language skills
Continue to develop an understanding of the sounds that letters
make
Notice words in print
Continue to develop math and reasoning skills
Continue to explore and experiment with the world around them
Continue to develop their social and emotional skills through
classroom activities and interactions with their classmates
Continue to develop large and fine motor skills
Darling, L. (2007). July: Our favorite things. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-year-
olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.
Unit Goals
The children will increase their expressive language skills.
Numerous activities are designed for children to talk to the teacher and to other
children.
The children will increase their receptive language skills.
Reading books, playing music, and talking to children increases their understand-
ing of language.
The children will develop their ability to compare and sort items.
Activities that encourage children to group things together that are alike and
organize items by size improve their math and reasoning skills.
The children will continue to develop social and emotional skills.
Participating in classroom activities helps children understand their role as a

member of the classroom community.
The children will continue to develop their physical skills.
Movement activities enable children to develop large motor skills such as balance
and coordination.
Writing, working with manipulatives, and art activities encourage the development
of fine motor skills.
Darling, L. (2007). July: Our Favorite Things. In L. Darling, Using the Mississippi Early Learning Guidelines: A complete curriculum for three-
year-olds. Mississippi State, MS: Mississippi State University Early Childhood Institute.

Dear families,
Our theme this month is Our Favorite Things. We will sing our favorite songs, read our
favorite books, and do our favorite movement activities in Circle Time.
In the Language/Writing Center, we will write a class book about school, review our
names, identify the missing animals, and survey our friends about their favorite center to
visit.
In the Math Center, we will sort items by the way they feel, measure what we can hold in
our hands, make patterns with cars and trucks, and compare sets of checkers.
In the Science Center, we will experiment with the touchy feely box, use magnets to
move iron filings, make a rainbow in a jar,
and compare the sizes of blocks.
In the Blocks Center, well experiment with building bridges and roll things down ramps.
In the Music Center, well listen to all of our favorite singers.
In the Dramatic Play Center, well create a pizza parlor.
In the Art Center, well create art by blowing bubbles, blowing paint, fingerpainting, and
making fingerprint critters.
On the Playground, well use our large muscles to run, jump, skip, hop, swing, and ride.
We have had a wonderful year of learning and growing. Thank you for the support you
have given us throughout the year.

Sincerely,
July: Our
Our Favorite Favorite
Things: Things
Week 1
Monday Tuesday Wednesday Thursday Friday

Morning Circle Time
Circle Time If You're Happy and The More We Get
Song/Fingerplay Circle Time Song Willoby Wallaby Woo Open Shut Them You Know It Together
The Very Hungry Do You Want to Be My
Brown Bear, Brown Caterpillar Friend? The Mitten Good Night, Moon
Circle Time Book Bear by Eric Carle by Eric Carle by Eric Carle by J. Brett by M.W. Brown
Head,Shoulders, Knees Busy Bee and Back to
Circle Time Activity Mirroring and Toes Punchinello Back All About Me
Centers
Language/Writing Class Book: What I Like to Do at School - Create a class book of everyone's favorite school sctivities.
Math Texture Sorting - Let the children sort a variety of objects based on their texture.

Science Touchy Feely Box - Let the children explore the different textures of items placed in the box.
Blocks Bridging - Build bridges with blocks.
Music Free Exploration of Instruments
Dramatic Play House
Art Finger Painting - Paint with their fingers using finger paints and large sheets of paper.
Playground Free Play
Afternoon Circle
If You're Happy and The More We Get
Circle Time Song Circle Time Song Willoby Wallaby Woo Open Shut Them You Know It Together
Jesse Bear, What Will
In the Small, Small Pond The Very Busy Spider You Wear? by N.W. Bedtime for Francis by Goodnight Owl
Circle Time Book by D. Fleming by E. Carle Carlstrom T. Hoban by P. Hutchins
Daily Wrap-Up Read the Class Book.
July: Our
Things: Things
Week 2

Morning Circle Time
Circle Time Head, Shoulders, Knees Head, Shoulders Knees
Song/Fingerplay and Toes I've Got Two Eyes I Have Two Eyes I've Got Two Eyes and Toes
Brown Bear, Brown
Bear, What Do You Jamberry It Looked Like Spilt Milk I Went Walking Are You My Mother?
Circle Time Book See? by B. Martin by B. Degen by C.G. Shaw by S. Williams by P.D. Eastman
Mirror, Mirror, What Do I
Circle Time Activity See? Who Is Missing? I Spy With My Little Eye Who Is Missing? I Spy With My Little Eye
Center
Language/Writing Name Recognition - Show the children their first names and the letters in their names.

Math What Can My Hand Hold? - Experiment with the different number of items can be held in children's hands.
Science The Main Attraction: Magnet Boxes - Experiment with magnets and items that are magnetic.
Blocks Rampin' It - Experiment with ramps.
Dramatic Play House
Art Bubble Prints - Create art work by blowing bubbles in paint.
Afternoon Circle
Head, Shoulders, Knees Head, Shoulders Knees
Circle Time Song and Toes I've Got Two Eyes I Have Two Eyes I've Got Two Eyes and Toes
If I Ran the Zoo Jump, Frog, Jump! The Carrot Seed Swimmy Chicka Chicka Boom
Circle Time Book by Dr. Seuss by R. Kalan by R. Krauss by L.Lionni Boom by B. Martin
Daily Wrap-Up Review Math activity.
Our July: Our
Favorite Favorite
Things: Things
Week 3

Morning Circle Time
Circle Time If You're Happy and If You're Happy and You
Song/Fingerplay You Know It Wheels on the Bus The Itsy Bitsy Spider Know It Wheels on the Bus
There's a Monster in If You Give a Mouse a
My Closet by Anansi the Spider Cookie by L. J. Busy, Busy Town The Rainbow Fish
Circle Time Book M. Mayer by G. McDermott Numeroff by R. Scary by M. Pfister
Mirror, Mirror What Do I
Circle Time Activity See? Ride the Train Farmer in the Dell Ride the Train Pass the Shoe
Centers
Language/Writing Center Survey -Survey classmates to find out their favorite center in the classroom.
Math Vehicle Patterns - Make patterns with cars and trucks.

Science Rainbow in a Jar - Use food coloring to make a rainbow.
Dramatic Play House
Art Fingerprint Critters - Make bugs using fingerprints and thumbprints.
Afternoon Circle
If You're Happy and If You're Happy and You
Circle Time Song You Know It Wheels on the Bus The Itsy Bitsy Spider Know It Wheels on the Bus
The Relatives Came Where the Wild Things Sheep in a Jeep Mouse Paint
Circle Time Book by C. Rylant Are by M. Sendak by N. Shaw by E. S. Walsh Tuesday by D. Wiesner
Daily Wrap-Up Review the Center Survey.
July: Our
Things: Things
Week 4

Morning Circle Time
Circle Time Old MacDonald Had A
Song/Fingerplay Bingo Farm Down by the Bay Ta Te Ta Ta Apples and Bananas
The Napping House Owl Moon Crocodile Smile Cookie's Week I Know an Old Lady
Circle Time Book by A. Wood by J. Yolen by S. Weeks by A. Wood by N. Westcott
Circle Time Activity Rise and Shine Find It Feed Your Crocodile Find It Obstacle Course
Centers
Language/Writing What's Missing? - Identify missing animals.
Math Checkers - Compare sets of red and black checkers.

Science Long, Short, Tall, Small - Introduce the concept of comparison by examining the sizes of blocks.
Dramatic Play House
Art Blowing Color - Let the children use a straw to blow watercolors across the paper to create art.
Afternoon Circle
Old MacDonald Had A
Circle Time Song Bingo Farm Pussy Cat, Pussy Cat Three Little Kittens Puppies and Kittens
The Cat in the Hat
The Cat in the Hat Comes Back McElligott's Pool One Fish, Two Fish Green Eggs and Ham
Circle Time Book by Dr. Seuss by Dr. Seuss by Dr. Seuss by Dr. Seuss by Dr. Seuss
Daily Wrap-Up Review everyone's day.
Circle Time Books
Circle Time
Competencies & Teaching Tips
Objectives
The theme this month is Our Favorite Things. You will reread
Language Skills many favorite books and do favorite activities from earlier in the
1.1, 1.2, 1.5, 2.2, school year.
2.6, 3.1
If your children have favorites other than the things listened here
Social/Emotional Skills
3.1, 3.4, 4.2
in the Lesson Plans, feel free to make changes and do what they
want to do, especially during Circle Time. They should have
many favorite songs and movement activities that you know they
enjoy.

Circle Time Song
Come on everybody and find a seat,

Find a seat, find a seat.
Come on everybody and find a seat,
Its circle time.
Come on everybody and clap your hands,

Clap your hands, clap your hands.
Come on everybody and clap your hands,
Its circle time.
Come on everybody and stomp your feet,

Stomp your feet, stomp your feet.
Come on everybody and stomp your feet,
Its circle time.
Circle Time:
Songs and Fingerplays Come on everybody and whisper this song,
Whisper this song, whisper this song.
Competencies &
Come on everybody and whisper this song,
Objectives
Its circle time.
Language Skills
1.1, 1.4, 1.5, 2.1,
3.1, 3.2 Willoby Wallaby Woo
Social/Emotional Skills Willoby wallaby wee, and elephant sat on me,

1.1, 1.2, 3.1, 3.4 Willoby wallaby woo, and elephant sat on you.
Physical Skills
(Sing the name of each child, substituting the letter w for the first letter
1.1, 1.2, 2.1, 3.1
of their name, like the following:)

Willoby wallaby, Wustin, and elephant sat on Justin, Circle Time:
Willoby wallaby Wenee, and elephant sat on Renee.
Vocabulary Words
(Encourage the children to join you in adapting each others names.)
buttercups
Open, Shut Them purple

Open, shut them (open hands then close into a fist) daisies
Open, shut them (open hands then close into a fist)
Give a little clap, clap, clap (clap hands on the word clap)
vegetable
Open, shut them (open hands then close into a fist)
Open, shut them (open hands then close into a fist) flowers
Lay them in your lap. (fold hands together and place in your lap)
hot
If Youre Happy and You Know It springtime
If youre happy and you know it, clap your hands. (clap, clap)
If youre happy and you know it, clap your hands. (clap, clap)
cold
If youre happy and you know it,
Then your face will surely show it. spring
If youre happy and you know it, clap your hands.
(clap, clap) close
If youre happy and you know it, stomp your feet. trees
(stomp, stomp)
If youre happy and you know it, stomp your feet.
(stomp, stomp) far
If youre happy and you know it,
Then youre face will surely show it.
Circle Time:
If youre happy and you know it, stomp your feet. (stomp, stomp) Songs and Fingerplays
(Continue with other body movements, such as wiggle your ears and Competencies &
spin your body.) Objectives
Language Skills
The More We Get Together 1.1, 1.4, 1.5, 2.1,
3.1, 3.2
The more we get together,
Together, together, 1.1, 1.2, 3.1, 3.4
The more we get together the happier well be.
Cause your friends are my friends, Physical Skills
1.1, 1.2, 2.1, 3.1

Circle Time: And my friends are your friends.
The more we get together the happier well be.
Vocabulary Words
leafless Head, Shoulders, Knees and Toes
fields Head (touch head)

Shoulders (touch shoulders)
contrary Knees (touch knees)
And toes (touch toes)
Knees (touch knees) and toes (touch toes)
garden
Head (touch head)
milkweed Shoulders (touch shoulders)
Knees (touch knees)
cradle And toes (touch toes)
seeds
Eyes (touch eyes)
And ears (touch ears)
measure And mouth (touch mouth) and nose (touch nose)
nutmeg Head (touch head)

Shoulders (touch shoulders)
pear Knees (touch knees)
And toes (touch toes)
potato
(Sing this song again, singing it as fast as you can. Repeat is as slowly
peanut as you can.)
Circle Time:
Ive Got Two Eyes
Competencies & Ive got two eyes,

Objectives One, two (point to eyes)
Theyre both the same size
Language Skills One, two.
1.1, 1.4, 1.5, 2.1, Ive got two eyes (point to eyes)
3.1, 3.2 And theyre both the same size.
Social/Emotional Skills Ive got two ears,

1.1, 1.2, 3.1, 3.4
One, two (point to ears)
They help me hear,
Physical Skills
1.1, 1.2, 2.1, 3.1
10
One, two. Circle Time:
Ive got two ears,
To help me hear (point to ears)
Vocabulary Words
Ive got two eyes (point to eyes)
And theyre both the same size. stomachache
Two hands have I, apple

One, two (hold up hands)
I can wave goodbye,(wave hands) blackberries
One, two.
Two hands have I,
I can wave goodbye (wave hands) patch
Ive got two ears (point to ears)
To help me hear, butterfly
And theyre both the same size. bees
Ive got two knees,
freeze
One, two (point to knees)
Theyre as round as you please,
One, two. earth
Ive got two knees (point to knees)
Theyre as round as you please, park
Two hands have I,
I can wave goodbye (wave hands) hole
Ive got two ears (point to ears)
To help me hear,
sprout
And theyre both the same size.
Ive got two feet,

One, two (point to feet)
Circle Time:
They can walk down the street,
One, two (march)
Ive got two feet, Competencies &
They can walk down the street (march) Objectives
Ive got two knees,(point to knees)
Theyre as round as you please. Language Skills
Ive got two ears, (point to ears) 1.1, 1.4, 1.5, 2.1,
To help me hear, 3.1, 3.2
And theyre both the same size. Social/Emotional Skills
1.1, 1.2, 3.1, 3.4
Physical Skills
I Have Two Eyes 1.1, 1.2, 2.1, 3.1
11
Circle Time: I have two eyes to see with,
I have two feet to run,
Vocabulary Words I have two hands to wave with,
And nose I have but one.
ground I have two ears to hear with,
And a tongue to say, Good day.
melt
Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
fingerplays, and chants. Beltsville, MD: Gryphon House.
red
yellow The Wheels on the Bus
orange The wheels on the bus go round and round

(move hands in circular motion)
blue Round and round, round and round.
The wheels on the bus go round and round,
All around the town. (extend arms up and out)
green
The wipers on the bus swish, swish, swish (sway
hands back and forth)
Swish, swish, swish,
Swish swish, swish.
The wipers on the bus go swish, swish, swish,
All around the town. (extend arms up and out)
(Continue with other parts of the bus and people, with appropriate hand
motions.)
Baby wah, wah, wah

Mommies sh, sh, sh
Daddies I love you
Circle Time: People up and down
Songs and Fingerplays Horn beep
Driver move on back
Competencies &
Objectives
Adapted from Silberg, J.
& Schiller, P. (2002).
Language Skills
The complete book of
1.1, 1.4, 1.5, 2.1,
rhymes, songs, poems, fingerplays, and chants. Beltsville, MD: Gryphon
3.1, 3.2
House.
1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 3.1
12
The Itsy Bitsy Spider Circle Time:
Vocabulary Words
The itsy bitsy spider
went up the water spout. (walk finger up in the air)
Down came the rain (bring fingers down like rain) bumpers
And washed the spider out. (spread arms out)
Out came the sun red light
And dried up all the rain. (hold arms in circle above head)
And the itsy bitsy spider green light
Went up the spout again. (walk fingers up in the air)
shake
Bingo
jump
There was a farmer, who had a dog,
And Bingo was his name-O. clap
B I N G O,
B I N G O, yawn
B I N G O,
And Bingo was his name-O. conductor
And Bingo was his name-O. ticket
(clap) I N G O,
(clap) I N G O,
(clap) I N G O,
And Bingo was his name-O.

(clap, clap) N G O,
(clap, clap) N G O,
Circle Time:
(clap, clap) N G O, Songs and Fingerplays
Competencies &
There was a farmer, who had a dog, Objectives
(clap, clap, clap) G O, Language Skills
(clap, clap, clap) G O, 1.1, 1.4, 1.5, 2.1,
(clap, clap, clap) G O, 3.1, 3.2
1.1, 1.2, 3.1, 3.4
There was a farmer, who had dog,
And Bingo was his name-O. Physical Skills
(clap, clap, clap, clap) O, 1.1, 1.2, 2.1, 3.1
13
(clap, clap, clap, clap) O,
(clap, clap, clap, clap) O,

(clap, clap, clap, clap, clap),
Old MacDonald Had a Farm
Old MacDonald had a farm,

E, i, e, i, o.
And on his farm he had some cows,
E, i. e, i. o.
With a moo, moo, here, and a moo, moo there.
Here a moo, there a moo,
Everywhere a moo, moo,
Old MacDonald had a farm,
E, i, e, i, o.
(continue with other farm animals)

Pigs oink
Sheep baa
Horses neigh
Chickens bawk
Turkeys gobble
Circle Time:
Down by the Bay
Competencies & Down by the bay,

Objectives Where the watermelons grow,
Back to my home,
Language Skills I dare not go.
1.1, 1.4, 1.5, 2.1, For if I do,
3.1, 3.2 My mother will say,
Did you ever see a pig dancing a jig?
Down by the bay.
1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 3.1
14
Additional verses:
Did you ever see a whale with a polka dot tail?
Did you ever see a bear combing his hair?
Did you ever see a moose kissing a goose?
Did you ever see a bee with a sunburned knee?
Silberg, J. & Schiller, P. (2002). The complete book of rhymes, songs, poems,
Ta Te Ta Ta
Ta te tat ta, Ta te tat ta,

Ta te tat ta.
Ta te tat ta.
Thumbs up! (Thumbs up!)

Ta te tat ta.
Ta te tat ta.

Shoulder back! (Shoulders back!)
Ta te tat ta.
Ta te tat ta.

Shoulders back! (Shoulders back!)
Tongues out! Circle Time:
Movement Activities
Ta te tat ta. Competencies &
Ta te tat ta, Ta te tat ta, Objectives
Ta te tat ta.
Language Skills
Thumbs up! (Thumbs up!) 1.1, 1.4, 1.5, 2.1,
Shoulders back! (Shoulders back!) 3.1, 3.2
Tongues out! (Tongues out!) Math/Reasoning Skills
Knees bent! 2.1
Ta te tat ta, Ta te tat ta, Social/Emotional Skills
1.1, 1.2, 3.1, 3.4
Ta te tat ta.
Physical Skills
Ta te tat ta, Ta te tat ta, 1.1, 1.2, 2.1, 2.2, 3.1
Ta te tat ta.
15
Apples and Bananas
I like to eat, eat, eat,

Apples and bananas.
I like to eat, eat, eat
Apples and bananas.
I like to ate, ate, ate,

Apples and bananas
(pronounce ay-ples and banaynays)
I like to ate, ate, ate
Apples and bananas.
I like to ote, ote, ote,

Opples and bononos.
I like toe ote, ote, ote
Opples and bononos.
I like to ite, ite, ite,

Ipples and bininis.
I like to ite, ite, ite
Ipples and bininis.
I like to ute, ute, ute,

Upples and bununus.
I like to ute, ute, ute
Upples and bununus.
Circle Time:
Movement Activities
Competencies &
Objectives
Language Skills
1.1, 1.4, 1.5, 2.1,
3.1, 3.2
Math/Reasoning Skills
2.1
1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 2.2, 3.1
16
Circle Time Movement Acitivites
Mirroring
Have everyone stand up and face you. You will face the children.
Tell the children that they will copy what you do as you move in slow
motion.
Move in a slow, continuous motion, and encourage the children to move
with you. The challenge is to see how slowly they can move.
Limit this activity to 5 minutes.
Adapted from Torbert, M., & Schneider, L. B. (1993).

Follow me, too: A handbook of movement activities for
three- to five-year-olds. Washington, D.C.: National
Association for the Education of Young Children.
Punchinello
What can you do, Punchinello, funny fellow?

What can you do Punchinello, funny you?
(Have one child move into the middle of the circle and move. Copy their
movements as you sing:)
We can do it too, Punchinello, funny fellow!

We can do it too, Punchinello, funny you!
(Repeat until every child has a turn in the center of the circle.)
Busy Bee and Back to Back Circle Time:

Movement Activities
Each time the leader calls Busy Bee, all players begin buzzing.
A player stops buzzing when he or she finds another players and Competencies &
stands back to back. Objectives
If an extra player cannot find a partner, you can stand back to
back with this player. Language Skills
1.1, 1.4, 1.5, 2.1,
Busy Bee is called again, and buzzing players find new
3.1, 3.2
partners.
Limit this activity to 5 minutes. 2.1
Adapted from Torbert, M., & Schneider, L. B. (1993). Follow me, too: A 1.1, 1.2, 3.1, 3.4
handbook of movement activities for three- to five-year-olds. Washington, Physical Skills
D.C.: National Association for the Education of Young Children. 1.1, 1.2, 2.1, 2.2, 3.1
17
All About Me
All about me, Im singing,

All about me cause I like me.
All about me, Im singin,
Al about me cause I like me.
I like my nose,
I like my toes,
And so Ill sing my song all day long.
Im singing all about me,
Im singing all about me,
Im singing all about me cause I like me.
Silberg, J., & Schiller, P. (2002). The complete book of rhymes, songs, poems,
Mirror, Mirror, What Do I See?
Materials:
Unbreakable hand mirror
Procedure:
You will model what the children will do by looking into a mirror
and reciting, mirror, mirror what do I see? I see (say your name)
looking at me.
Pass the mirror to a child.
That child looks into the mirror and says, Mirror, mirror, what do I
see? I see (childs name) looking at me.
Have the children pass the mirror around the circle, with each
child taking a turn.
Circle Time:
Movement Activities Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
Competencies &
Objectives
Who is Missing?
Language Skills
1.1, 1.4, 1.5, 2.1,
3.1, 3.2 Materials:
Math/Reasoning Skills One table covered with a sheet, large enough to hang down to the
2.1 floor on all sides
1.1, 1.2, 3.1, 3.4 Procedure:
Physical Skills Have children sit in a semicircle on the floor.
1.1, 1.2, 2.1, 2.2, 3.1 Select three children to stand in front of the group.
Ask the group to identify each child by name.
18
Ask the group to close their eyes.
Select one of the children standing to hide under the sheet-
covered table.
Ask the group to open their eyes, then say, Who is missing?
Give the children two chances to guess the missing person.
After they guess correctly or have had their two chances, the
missing persons may emerge from under the table and identify
himself or herself.
Repeat, choosing other children to stand in front of the group.
If all children want an opportunity to hide under the table and the
group is large, select two children at a time to be missing. If the
class is small, it is not necessary to have the children stand in a
line in front of the group. Simply select a child to hide from the
semicircle.
Matricardi, J. & McLarty, J. (2005). Group time activities A to Z. Clifton Park,

NY: Thomson Delmar Learning.
I Spy With My Little Eye
Procedure:
Sit in a circle with the children.
Look around the classroom and select a familiar object to
describe to the children.
Say, I spy with my little eye and describe the object, using
familiar terms about size, shape and color.
Let the children guess what you are describing.
Continue with another object.
Ride the Train Circle Time:

Movement Activities
Materials:
Chairs Competencies &
Tickets Objectives
Procedure: Language Skills

1.1, 1.4, 1.5, 2.1,
Set chairs in rows. Leave
3.1, 3.2
room for an aisle to walk Math/Reasoning Skills
between the seats. 2.1
Have the children sit on Social/Emotional Skills
the floor. 1.1, 1.2, 3.1, 3.4
Read the book, Night Train by Catherine Lukas and Richard Physical Skills
Torrey. 1.1, 1.2, 2.1, 2.2, 3.1
Assign the role of the conductor to one of the children.
19
Give each child a ticket.
Have the children line up as the conductor calls, All aboard.
Have the children sit in the chairs after boarding the train.
Have the conductor walk down the aisle and collect the tickets
from the passengers.
As the train starts to move, point out familiar landmarks to the
children.
Select some children to serve a snack on the train. The snack
can be imaginary, or the children may decide to eat their
customary snack on the train.
Matricardi, J., & McLarty, J. (2005). Group time activities A to Z. Clifton Park,
Farmer in the Dell
Procedure:
Have the children form a circle by standing up and holding hands.
Select one child to be the farmer. The farmer will move to the
middle of the circle.
As you sing, each character will select the next person to join
them in the middle of the circle.
Sing The Farmer in the Dell.
The farmer in the dell,

The farmer in the dell,
Hi-ho the derry-o,
The farmer in the dell.
The farmer takes a wife,

Circle Time: The farmer takes a wife,
Movement Activities Hi-ho, the derry-o,
The farmer takes a wife.
Competencies &
Objectives (continue with remaining characters)
The wife takes a child
Language Skills
The child takes a nurse
1.1, 1.4, 1.5, 2.1,
3.1, 3.2 The nurse takes a cat
Math/Reasoning Skills The cat takes a mouse
2.1 The mouse takes the cheese
Social/Emotional Skills The cheese stands alone
1.1, 1.2, 3.1, 3.4
Physical Skills At the last verse, have everyone except the cheese rejoin the
1.1, 1.2, 2.1, 2.2, 3.1 circle.
20
Let the cheese be the farmer as you sing the song again.
Encourage children to select those who were not chosen the first
time.
Silberg, J. & P. Schiller (2002). The complete book of rhymes, songs, poems,
Pass the Shoe
Materials:
One shoe
Procedure:
Have the children sit in a circle.
Clap or beat a drum in a slow, steady rhythm, singing (to the tune
of London Bridge:
Pass the shoe from me to you, me to you, me to you;

Pass the shoe from me to you, and do just as I do!
One the beat each child pretends to place something in front of

the player on their left.
One child will have the shoe. That child actually passes it to the
player on the left.
Continue passing the shoe and pretending to pass the shoe.
Torbert, M. & L.B. Schneider (1993). Follow me too: A handbook of movement

activities for three- to five-year-olds. Washington, D.C.: National
Circle Time:
Rise and Shine Movement Activities
Materials: Competencies &

Something that rings, like an alarm clock or timer Objectives
Procedure: Language Skills

The children pretend to be asleep. Wait until everyone is very 1.1, 1.4, 1.5, 2.1,
still and quiet. 3.1, 3.2
At the sound of the alarm, the children drop up and move quickly Math/Reasoning Skills
2.1
to another place, where they pretend to fall asleep again.
1.1, 1.2, 3.1, 3.4
Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement Physical Skills
activities for three- to five-year-olds. Washington, D.C.: National 1.1, 1.2, 2.1, 2.2, 3.1
21
Find It
Materials:
Colored pieces of construction paper
Procedure:
Tell the children that they will be hunting for different colors
around the classroom.
Hold up a color and say the name of the color. Encourage the
children to move slowly and quietly around the room until they
touch something that color.
Two children can touch the same object. In fact, you might
encourage them to make a spaghetti connection, when the first
person to reach a particular color extends a hand to take the next
persons hand and so on until all have joined.
This is not a race or a competition. The goal is for every child to
touch the color or to touch someone who is touching the color.
Emphasize cooperation and helping everyone find a color.
Repeat with several colors.
Torbert, M. & Schneider, L.B. (1993). Follow me too: A handbook of movement

activities for three- to five-year-olds. Washington, D.C.: National
Feed Your Crocodile
I have a little crocodile,

He lives in my pocket.
(pinch index finger and
thumb together)
Circle Time:
Movement Activities When I feed him, he grows!
Chomp, chomp, chomp, chomp (in high-pitched little voice; make tiny
Competencies & biting motions with finger and thumb)
Objectives
Chomp, chomp, chomp, chomp (in regular voice; make biting motions
Language Skills
with hand)
1.1, 1.4, 1.5, 2.1, Chomp, chomp, chomp, chomp (in lower voice; make biting motions
3.1, 3.2 with both hands)
Math/Reasoning Skills Chomp, chomp, chomp, chomp (in deep voice; make biting motions with
2.1 both arms)
Social/Emotional Skills Chomp, chomp, chomp, chomp. (slowly, in deeper voice; make biting
1.1, 1.2, 3.1, 3.4 motion with legs straight out in front of you, bending at waist and using
Physical Skills arms as top of mouth)
1.1, 1.2, 2.1, 2.2, 3.1
22
Obstacle Course
Materials:
20 sheets of construction paper
Markers
Tape
Procedure:
Before Circle Time, make two sets of numbers 1- 10, writing the
numbers on the paper.
Tape one set of numbered papers around the room. Tape them
to chairs, on the floor under tables, and so on. Do not put them
in numerical order; mix them up.
Have the other set of numbers on group time.
Have the children sit in Circle Time.
Hold up the numbers one at a time, in order. Ask the children to
identify the numbers as you hold them up.
Tell the children that they are to find the numbers taped around
the room and touch the numbers in order. First they must find 1,
then 2, and so on. If the numbers are under a table, they must
climb under the table to the other side in order to continue.
When the children have touched all of the numbers in order, they
will meet back at Circle Time.
Matricardi, J. & McLarty, J. (2005). Group time activities A to Z. Clifton Park,

Circle Time:
Movement Activities
Competencies &
Objectives
Language Skills
1.1, 1.4, 1.5, 2.1,
3.1, 3.2
2.1
1.1, 1.2, 3.1, 3.4
Physical Skills
1.1, 1.2, 2.1, 2.2, 3.1
23
Language/Writing Language/Writing Center
Center: Vocabulary
Words Teaching Tips
favorite Class Book: What I Like to Do at School

The children should be comfortable with dictation activities by this
school time. The goal of this activity is for them to think about what they
do in the classroom everyday and be able to describe it to you.
activity As they finish their dictation, allow them to take their page to the
Art Center, if they wish, for further illustration.
center They might want to do more than one page. Be sure that
everyone has a chance to make one page for the book, then
play
invite children to add a second page if they wish. They can also
learn work on this alone in the Art Center.
experiment Name Recognition

By the end of the year, the children might be able to read the
explore names of many, if not all, of their classmates.
Have writing materials available for the children to copy
dictate everyones names if they wish.
draw Center Survey
illustrate Help the children figure out how to survey using tally marks.
Each time they ask a child which of the three centers they like,
name they make one mark for that child.
After the children complete their surveys, help them count the
recognize tally marks and see which center got the most marks.
copy Whats Missing?

You can make a simple flannel board using a piece of flannel
read attached to a piece of cardboard. It does not have to be big.
You can easily make flannel animals by cutting out farm animal
write
pictures from magazines or coloring books and gluing them to
letters pieces of flannel.
Give the children time to identify the missing animal. Dont rush
survey them to answer.
vote Talking Tips

tally
Class Book: What I Like to Do at School
missing What is your favorite thing to do at school?
What center is your favorite?
identify Why is that center your favorite?
Name Recognition
Can you read these names?
24
What letters do these names begin with?
What names begin with the same letter as your name? Language/Writing
Center: Class Book: My
Sunny Day
Center Survey
What center was the favorite on your survey? Competencies &
Why do you think that was the favorite? Objectives:
Did you think that center would be the favorite?
Language Skills
Whats Missing 1.1, 1.5, 2.1, 2.2, 2.3,
Can you name these animals? 2.4, 2.5, 2.6
Can you count these animals? Science Skills
What animal is missing? 2.1, 2.2, 3.2, 3.3
1.1, 1.2, 3.4
Class Book: What I Like to Do at School Physical Skills
1.1, 3.1, 3.2
Objective:
For children to develop their expressive language skills through
dictation.
Materials:
9 x 12 construction paper
Crayons
Markers
Stapler
Procedure:
Invite 3 children at a time to the Language/Writing Center.
Explain to the children that they will be creating a class book
about school, and that each child will make a page in the book.
Ask the children to think about their favorite school activities. Language/Writing
Ask the children to tell you about their favorite classroom activity. Center: Class Book:
Encourage them to tell you what they do, and why they enjoy that What I Like to Do at
activity. School
Repeat until every child has written a page.
Staple the pages together and read the book in Afternoon Circle Competencies &
Time. Objectives:
Make the book available in the Library Center.
Language Skills
If possible, cover the pages with contact paper to protect the 1.1, 1.5, 2.1,
pages. 2.2, 2.3, 2.4, 2.5, 2.6
Name Recognition 4.2
1.1, 1.2, 3.4
Objective:
Physical Skills
For children to notice words in print 1.1, 3.1, 3.2
25
Language/Writing Materials:
Name cards for all the children in the classroom
Center: Vocabulary
Words Procedure:
Language/Writing Invite 3 children at a time to the Language/Writing Center.
Show the children 3 name cards (not their own names).
Center Ask them to tell you the names. Let them work together to figure
Math Center them out.
Sound out the first letters of the names if they need help, or give
Science Center them hints like, This child is wearing a pink shirt today.
Continue showing them 3 names at a time.
Blocks Center Leave the name cards in the center so the children can copy
Dramatic Play them if they wish.
Center
Center Survey
Music Center
Objective:
Art Center For children to use expressive and receptive language skills in data
Playground collection, and to practice their counting skills
Materials:
3 clipboards
Paper
Markers
Pictures of different centers (may be cut
out of catalogues)
Scissors
Glue
Procedure:
Language/Writing Invite 3 children at a time to the
Center: Name Language/Writing Center.
Recognition Tell them that they will be surveying their classmates to find out
which center they like better.
Competencies & Explain that a survey is used to ask people their opinions on
Objectives: different topics.
Let each child find pictures of three centers. Help them glue
Language Skills these side by side on the top of a piece of paper.
1.1, 1.5, 2.1, 2.2, 2.3,
Give each child a clipboard and marker for their survey. Tell them
2.4, 2.5, 2.6
Math/Manipulatives Skills
that they can walk around the room and ask everyone to choose
1.1, 1.3 their favorite center.
Social/Emotional Skills Tell the children to put a tally mark, or small line, under the center
1.1, 1.2, 3.4 each time a child chooses it.
Physical Skills After they have surveyed their classmates, ask the children to
1.1, 3.1 come back and compare which center got the most votes.
26
Whats Missing? Language/Writing
Center: Center Survey
Objective:
For children to increase their vocabulary Competencies &
Objectives:
Materials:
Flannel board Language Skills
1.1, 1.5, 2.1, 2.2,
Flannel farm animals (cow, horse, chicken, sheep, goat)
2.3, 2.4, 2.5, 2.6
Procedure: 1.1, 1.3, 3.3
Invite 3 children at a time to the Language/Writing Center. Science Skills
Place the animals on the flannel board one at a time. Ask the 3.4
children to name the animals as you put them on the board. Social/Emotional Skills
Point to each of the animals again and have the children name 1.1, 1.2, 3.4
them. Physical Skills
Count the number of animals with the children. 1.1, 3.1, 3.2
Ask the children to close their eyes.
Remove one animal from the flannel board and hide it behind the
board.
Ask the children to open their eyes.
Count the number of animals with the children.
Ask the children to tell you which animal is missing.
Let them figure it out together.
Repeat the procedure, removing each animal at least once.
Language/Writing
Center: Whats
Missing?
Competencies &
Objectives:
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.3, 4.2
1.1, 1.2, 3.4
27
Math Center: Math Center
Vocabulary Words
Teaching Tips
texture
Texture Sorting
feel In this activity, children will sort a variety of objects based on how
they feel.
soft
Encourage children to use vocabulary words such as, smooth,
hard rough, and soft to describe the objects.
rough What Can My Hand Hold?

The goal of this activity is for children to experiment with holding
smooth a different number of items to see how much they can hold.
Vary the size of items that are available for them to experiment
bumpy with.
sort Vehicle Patterns
compare The goal of this activity is for children to copy the patterns that
you make use cars and trucks.
decide The pattern can be alternating the type of vehicle (car, car, truck,
truck, car, car), the color of the vehicle (red, red, blue, blue, red,
objects red), or the size of the vehicle (small, small, large, large, small,
small). Be sure to explain it clearly to the children as you create
experiment the pattern.
hold Checkers
The goal of this activity is for children to learn to recognize sets
measure
that are the same and different.
count If you do not have checkers, you can use red and blue counting
bears.
same
Talking Tips
different
Texture Sorting
1
How does that feel?
2 Does it feel like something else here?
Which textures do you like?
3
What Can My Hand Hold?
4 How many objects can you hold in your hand?
How can you hold more?
5 Can you draw a picture of those objects in your hand?
Vehicle Patterns
What pattern did I make?
Can you copy my pattern?
28
What pattern will you make?
Math Center: Texture
Checkers Sorting
How are these sets the same?
Competencies &
How are these sets different? Objectives:
What can you do to make the sets the same?
Language Skills
Texture Sorting 1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
Objective: Math/Reasoning Skills
3.2
To learn to sort and organize items by examining different attributes
Science Skills
3.1, 3.3, 3.4
Materials: Social/Emotional Skills
Collection of objects with varying textures (shells, pine cones, 1.1, 1.2, 3.4
marbles, blocks, pieces of fur, etc,) Physical Skills
3.1
Procedure:
Have a variety of objects available in the Math Center.
Encourage children to group the items together based on how
they feel. For example, some shells and pine combs are rough,
so they can be grouped together.
Ask the children to explain to you how they decided to group
things in a certain way.
What Can My Hand Hold?

Objective:
For children to practice their
counting and problem-solving
skills
Math Center: Measure
Shadows
Materials:
3-5 each of several different kinds of small objects (Example: Competencies &
5 interlocking plastic blocks (toddler size), 5 counting bears, Objectives:
3 small blocks, 5 pine cones, 5 shells, etc.) Language Skills
Paper 1.1, 1.5, 2.1, 2.2, 2.3,
Crayons 2.4, 2.5, 2.6
Markers Math/Reasoning Skills
3.1, 3.3, 4.2
Science Skills
Procedure:
1.2, 2.2, 3.4
Invite 3 children at a time to the Math Center.
Group the objects together on the table. 1.1, 1.2, 3.4
Explain to the children that you will experiment with how many Physical Skills
things they can hold in their hands. 1.1, 3.1
Help the children to trace one hand.
29
Math Center: Encourage the children to experiment with holding the different
objects on the table. Help them count how many objects are in
Vocabulary Words their hands.
vehicle Have the children draw the objects onto the picture of their hands
to represent how many items they were able to hold.
pattern
Copley, J.V. (2000). The young child and mathematics. Washington, D.C.:
car National Association for the Education of Young Children.
truck Vehicle Patterns

red Objective:
blue For children to copy and create patterns
small Materials:
Large and small toy cars and trucks (for ages 3+)
large
Procedure:
copy Invite 3 children at a time to the Math/Manipulatives Center.
For each child, create a pattern using the cars and trucks.
create Tell each child what you are doing as you do it. Say, Im going to
make a pattern with these cards and trucks. Here is my pattern:
checkers
car, truck, car, truck, car. Can you copy my pattern?
group Have each child count then copy your pattern.
If they easily copy the first pattern you make, make a second
pattern focusing on the colors of the vehicles. This is harder for
the children to do, because they will focus on the type of vehicle
first. Help them focus on the color only. Say, Now Im going to
make a pattern of colors. Here is my pattern: red, red, blue, red,
Math Center: What Can red. It doesnt matter if its a car or truck. Just look at the color.
My Hand Hold? Have each child count then copy your pattern.
Next make patterns based on the size of the vehicle. Help the
Competencies &
children to focus on the size as you make the pattern. Say, Now
Objectives:
Im going to make a pattern of big and small. Here is my pattern:
Language Skills small, big, big, small, big, big. It doesnt matter if it is a car or
1.1, 1.5, 2.1, 2.2, 2.3, truck. Just look at the size.
2.4, 2.5, 2.6 Have each child count then copy your pattern.
Math/Reasoning Skills Let the children make up their own patterns for you to copy, or
1.1, 1.3, 3.1, 3.2 they can make patterns for each other.
Science Skills
3.4
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1, 3.2
30
Checkers Math Center: Vehicle
Patterns
Materials:
8 red and 8 black checkers Competencies &
Objectives:
Procedure:
Invite 3 children to the Math Center. They will work together in Language Skills
this activity. 1.1, 1.5, 2.1, 2.2, 2.3,
Place 3 red checkers in a line on the table. Place 3 black 2.4, 2.5,2.6
checkers in a line on the table. Ask the children, Are these Math/Reasoning Skills
1.1, 1.3, 2.1, 3.1, 4.2
groups the same or different? Let the children tell you what they
Science Skills
think. (They have the same number of checkers, but they are
3.2, 3.4
different colors.) Social/Emotional Skills
Place 4 red checkers in a line on the table. Place 3 black 1.1, 1.2, 3.4
checkers in a line on the table. Ask the children, Are these Physical Skills
groups the same or different? Let the children tell you what they 1.1, 3.1
think. (They have a different number of checkers and are different
colors.)
Place 2 red checkers on the table. Ask the children to make a set
with the same number of black checkers. Let them count the red
checkers then choose the number of black checkers to place on
the table.
Place 3 black checkers on the table. Ask the children to make a
set with the same number and color of checkers. Let them count
the checkers then copy the set.
Repeat these procedures with differing numbers of checkers. Do
not create a set with more than 5 checkers.
Math Center: Checkers
Competencies &
Objectives:
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
1.1, 1.3, 2.1, 3.2
Science Skills
3.2, 3.4
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1
31
Science Center: Science Center
Vocabulary Words
touch Teaching Tips
feel Touchy Feely Box

This is an activity that children do by themselves or with another
describe child. Set up the box, and explain to them how to use it.
The goal of this activity is for children to use words to describe
explain what they feel.
Encourage children to talk to each other about what they feel.
soft Use your Talking Tips as you stop by to encourage children to
talk to each other about what they feel.
hard Use your Science Center Vocabulary as you stop by to help
rough children find the words they need to describe what they are
doing.
smooth
The Main Attraction: Magnet Boxes
bumpy The goal of this activity is for children to explore the idea of
magnetism using a magnet and iron filings.
furry Be sure that the lid on the box is securely taped closed.
Encourage the children to try using the magnet on other items as
texture well. Help them collect metal and non-metal items to experiment
with.
magnet
magnetic Rainbow in a Jar
This activity requires children to sit patiently and watch a slow-
iron filings moving process. Not all children will be interested in this activity.
Encourage children to tell you what they see. Talk to them about
attract how the colors change as they move together.
move Long, Short, Tall, Small

The goal of this activity is to introduce children to the concepts of
design long, short, tall, and small. You want to encourage them to use
experiment those words in describing the different blocks.
You can extend this activity by showing children how to measure
explore different things in the classroom. Use a block as measuring stick
to discover the height of bookshelves, chairs, cubbies, etc. (The
rainbow bookshelf is 4 blocks high. The chair is 2 blocks high.)
red Talking Tips

orange
Touchy Feely Box
What does that object feel like?
Is there something here that feels the same way?
What does it remind you of?
32
The Main Attraction: Magnet Boxes Science Center:
What do you think will happen when you move the magnet?
Vocabulary Words
Why do the filings move with the magnet?
What else can the magnet move? yellow
Rainbow in a Jar green
What happens when you drop the colors into the water?
What colors did you put in the water? blue
Can you make new colors?
purple
Long, Short, Tall, Small
How are these things different?
food coloring
Can you put them in order from shortest to longest? pattern
Which is the biggest
float
Touchy Feely Box
swirl
Objective:
To encourage children to use words to describe the objects that they
compare
feel, and use those descriptions to match objects examine
Materials: long
Shoebox with holes in each end
2 shells short
2 pinecones
2 rocks tall
Procedure: small
Place the items in the box and put the lid on the box.
Have two children sit with the box on the table between them.
Science Center:
Have one child put a hand in the box, touch an object, and try to
Touchy Feely Box
use words to describe it. Tell them to keep their hand in the box
and hold on to the object. Competencies &
Have the other child try to find the same object by touch. Objectives:
When the second child thinks that he/she has found the object,
have them both remove their hands and show the objects they Language Skills
found. 1.1, 1.5, 2.1, 2.2, 2.3,
Help them use words to talk about what they found. Is it hard, 2.4, 2.5, 2.6
soft, smooth, rough, bumpy? Math/Reasoning Skills
Let them continue with the box so that they both have turns to 1.1, 3.1, 3.2
Science Skills
describe the objects.
1.2, 3.1, 3.4
Adapted from Williams, R.A., Rockwell, R.E, & Sherwood, E.A. (1987). 1.1, 1.2, 3.4
Mudpies to magnets: A preschool science curriculum. Beltsville, MD: Physical Skills
Gryphon House. 3.1
33
The Main Attraction: Magnet Boxes
Science Center: The
Main Attraction: Magnet
Boxes
Objective:
For children to explore items with tools and objects
Competencies &
Objectives: Materials:
Magnet box
Language Skills Magnets
1.1, 1.5, 2.1, 2.3, Iron filings (available at hardware stores)
2.4, 2.5, 2.6 Duct tape
4.2
Procedure:
Science Skills
3.4
Create a magnet box. Use a shallow cardboard box that has a
Social/Emotional Skills clear plastic lid, like a stationery box, or use a shallow box with
1.1, 1.2, 3.4 heavy plastic wrap across the top. Place enough iron filings to
Physical Skills barely cover the bottom, and seal the top with duct tape.
1.1, 3.1 Show the children how to use the box by moving a magnet
across the bottom to make the iron filings. They look through the
top to see the results. Using the magnet on the top is certainly
permissible, the results just arent as dramatic. The children will
soon discover this on their own.
Ask the children to tell you what they notice when they move the
magnet around. Encourage them to describe the patterns they
can make, and the way the iron filings move.
Williams, R.A., Rockwell, R.E., & Sherwood, E.A. (1987). Mudpies to magnets:
A preschool science curriculum. Beltsville, MD: Gryphon House.
Rainbow in a Jar
Materials:
Science Center: Gallon jar or soda bottle (clear)
Rainbow in a Jar Food coloring
Competencies &
Procedure:
Objectives:
In Circle Time, tell the children that there are new materials
Language Skills available in the Science Center.
1.1, 1.5, 2.1, 2.2, 2.3, Explain that they can fill the bottle with water, then add drops of
2.4, 2.5, 2.6 different color food coloring to see what happens.
Science Skills This is an activity that takes patience. The children need to add
3.2, 3.3, 3.4 the food coloring drops then sit quietly and watch.
Social/Emotional Skills Encourage the children to try to recreate the colors they see with
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1
34
water colors in the Art Center.
Ask the children to tell you what they observed. Ask them about
the movement of the colors in the water, and how they colors
change as they move together.
Williams, R.A., Rockwell, R.E., & Sherwood, E.A. (1987). Mudpies to magnets:
Long, Short, Tall, Small

Objective:
To compare objects in terms of size
Materials:
A variety of the following:
Big and little pine cones
Tall and short flowers with stems
Big and little leaves
Long and short seed pods
Long and short blocks
Procedure:
Lay out two of the objects that have the same shapes but
different sizes. Ask the child to touch the big one then the little
one.
Follow the same procedure with appropriate variation, for each of
the items that are listed in Materials.
The children should be encouraged to pick up and handle the
items in order to physically compare them, to talk about the
objects size in comparison to another like object.
Science Center: Long,
Short, Tall, Small
Rockwell, R.E., Sherwood, E.A., & Williams, R.A. (1983). Hug a tree and other
things to do outdoors with young children. Beltsville, MD: Gryphon House.
Competencies &
Objectives:
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
3.1, 3.3
Science Skills
3.3
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1
35
Blocks Center: Blocks Center
Vocabulary Words
Teaching Tips
bridge
Bridging
experiment The children might need to borrow items from other centers to
create bridges. Encourage them to use their imaginations in
explore building bridges.
Make materials in the Art Center available if the children want to
build bridges out of craft sticks, cardboard, or other materials.
balance
Rampin It
weight Encourage the children to try different materials and different
sizes of ramps for this activity.
span Let them borrow items from other centers as they experiment
with the ramps.
over
Talking Tips
under
Bridging
ramp What do you need to build a bridge?
How do you know if it will work?
incline What else can you use?
tilt Rampin It
Which car do you think will be the fastest?
How did you decide how high to make the ramp?
How did you decide how long to make the ramp?
Blocks Center:
Bridging
Bridging
Competencies &
Objectives: Materials:
Blocks
Language Skills Pictures of bridges
1.1, 1.5, 2.1, Art materials
2.2, 2.3, 2.4, 2.5, Anything else the children want to use
2.6
Math/Reasoning Skills Procedure:
2.1, 3.1, 4.1, 4.2
Show the children the pictures of different bridges. If possible,
Science Skills
3.4 hang them up in the Blocks Center.
Social/Emotional Skills Encourage children to try to build bridges across block structures.
1.1, 1.2, 3.4 They can also build bridges across shelves in the Blocks Center.
Physical Skills
1.1, 3.1
36
Tell the children that they can use materials from other centers Blocks Center:
to make their bridges. For example, they may want to use
cardboard from the Art Center.
Vocabulary Words
They may also build bridges, using craft sticks or legoes, and
bring them to the Blocks Center. roll
Challenge the children to build bridges that are strong enough to
hold cars and other vehicles. speed
Rampin It height
Objective: high
For children to explore and experiment by comparing items and ask
questions fast
Materials: faster
Blocks
Toy cars and other vehicles (for ages three+) fastest
Board, at least 8 wide, and 2-3 long.
slow
Procedure:
Show the children how to build a ramp. Prop one end of the slower
ramp on one block, and try rolling a car down the ramp.
Encourage the children to try using more blocks to make the
slowest
ramp higher, and see how that affects the speed of the cars
rolling down.
Encourage the children to experiment with different sizes of cars
and other vehicles.
Encourage the children to experiment with different round objects
from the classroom, like marbles or balls of string, to see how
they roll down the ramp.
Blocks Center:
The children might want to create a Finish Line with tape at the Rampin It
end of the ramp, and race cars down the ramp.
Competencies &
Williams, R.A., Rockwell, R.E., & Sherwood, E.A. (1987). Mudpies to magnets: Objectives:
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6
3.1, 3.2
Science Skills
3.4
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1
37
Music Center: Music Center
Vocabulary Words
Teaching Tips
music
Free Exploration
instruments
The goal of this activity is for children to listen and move to
drums different types of music.
Let the children choose the music they want to listen to.
rhythm sticks Monitor the volume level, and be aware of the children working in
centers nearby. They might enjoy the music, or it might distract
rhythm them.
If you notice that many children in different centers are moving to
beat
the music, invite them all to the music center and have a group
movement movement time. Let everyone dance as they want to the music.
Use your Talking Tips to encourage children to tell you what
scarves they hear and how it makes them feel.
Use your Music Center Vocabulary to help children find the
dance words they need to describe the music and what they are doing.
happy
Talking Tips
sad
Free Exploration
excited Which instruments sounds do you like?
silly How do you decide which instruments to play?
What other instruments would you like to play?
quiet
Free Exploration
loud
volume Objective:
To allow children to explore the ways that they can move and react
to different types of music
Music Center: Free
Exploration
Materials:
Competencies & CD or cassette player
Objectives: Variety of appropriate music CDs or cassettes (childrens music,
classical, international music)
Language Skills
1.4, 2.1, 2.2, 2.3, 2.4, Procedure:
2.5, 2.6 Play a variety of different types of music throughout the week
Math/Reasoning Skills while children are working in centers.
2.1 Encourage children to dance and move to the music.
Throughout the week, ask them if they like the music that is
1.1, 1.2, 3.4
Physical Skills
playing, and encourage them to use words to explain why they
1.1, 1.2, 2.1
like it and how it makes them feel.
38
Dramatic Play Center Dramatic Play
Center: Vocabulary
Teaching Tips Words
House
The goal is for children to pretend to be the different members of dramatic play
a family, and act out those roles.
Let them decide who to be, and if they end up with three girls housekeeping
playing big sisters and a boy playing the mommy, thats OK.
Use your Talking Tips to encourage children to tell you what mother
they are playing.
Use your Dramatic Play Center Vocabulary to help children find
father
the words they need to tell you what they are doing.
If they get distracted from playing House, that is fine. The
important thing in this center is for children to use their imagina- sister
tions.
brother
Talking Tips
baby
House
What are you playing today? house
What is your job?
Where did you get that idea?
How do you know what to do?
kitchen
House
Objective:
To allow children to use their imaginations by pretending to be
different people in different situations, especially family members
Materials:
Dress-up clothes Dramatic Play Center:
Pots and pans House
Kitchen untensils
Toy food Competencies &
Baby dolls Objectives:
Baby blankets and bottles
Language Skills
Toy cleaning supplies 1.1, 1.5, 2.1, 2.2, 2.3,
Toy kitchen appliances 2.4, 2.5, 2.6
Science Skills
1.2, 3.1, 3.3
1.1, 1.2, 3.4
39
Dramatic Play Procedure:
Encourage the children to pretend to be a family when they play
Center: Vocabulary in the Dramatic Play center. Ask them if they are pretending to
Words be different members of a family.
Have materials available that enable children to play house.
refrigerator Put the childrens family photographs and family portraits on the
walls in the Dramatic Play center.
Use your talking tips to discuss the roles that different family
stove
members play.
oven
pot
pan
plate
cup
knife
fork
meal
pretend
dress-up
40
Art Center Art Center:
Vocabulary Words
Teaching Tips
finger paint
Finger Painting
The goal of this activity is for children to enjoy feeling the paint move
with the fingers. feel
You might want to let children simply finger paint directly onto
the table, without paper. This activity is often so messy that the touch
paper can tear or become so heavy with paint that it cant be
picked up. texture
Be sure to have smocks available for the children to wear.
You may have one or two children that do not want to get their red
hands dirty. Do not force them to participate.
yellow
Bubble Prints
Experiment with pouring the bubble solution in a large, flat pan,
blue
blowing bubbles, then lightly touching the paper to the bubbles. green
This might be easier than using the small container.
orange
Fingerprint Critters
Be sure to use washable ink pads for this activity. purple
Let the children use their imaginations as they put fingerprints on
the paper. Encourage them to see shapes and pictures in the white
pictures that they make.
Drawing faces on the fingerprints transforms them in to bugs and black
animals. brown
Blowing Color mix
The goal of this activity is for children to experiment with moving
color across the page without touching it. bubble
This might be messy. If your art center is very small, you could
do this activity on the playground. blow
Dont forget to have smocks available for the children to wear.
straw
Talking Tips print
Finger Painting paper
What does the paint feel like?
What can you do with your fingers in the paint?
What designs can you make in the paint?
41
Art Center: Bubble Prints
What happens when you blow in the paint?
Vocabulary Words What color are the bubbles?
create What happens when you touch the bubbles with the paper?
make Fingerprint Critters

What colors can you use do make fingerprints?
fingerprint How does the ink pad feel?
What animals can you make with your fingerprints?
critter
Blowing Color
thumbprint The goal of this activity is for children to experiment with moving
color across the page without touching it.
animal
This might be messy. If your art center is very small, you could
antenna do this activity on the playground.
Dont forget to have smocks available for the children to wear.
legs
Finger Painting
eyes
Objective:
stamp
For children to experience the sensation of moving
ink the paint with their fingers
blow Materials:
Finger paints
watercolors Finger paint paper
Procedure:
Let the children choose the colors of paint they want to work with.
Allow them to paint using their fingers and hands.
This project is messy. Be prepared for clean-up.
Art Center: Finger Finger paint paper is designed to hold a lot of paint without
Painting breaking down. If you dont have finger paint paper, you can try
using construction paper.
Competencies & You can also allow the children to simply paint on the table. The
Objectives: goal is for children to feel the paint, and a finished product is not
necessary.
Language Skills
1.1, 1.5, 2.1, 2.2, 2.3, Kohl, M. (1985). Scribble cookies and other independent creative art
2.4, 2.5, 2.6 experiences for children. Bellingham, WA: Bright Ring Publishing.
Science Skills
3.1, 3.2, 3.3, 4.1
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1
42
Bubble Prints
Art Center: Bubble
Prints
Objective:
For children to explore the properties of Competencies &
paint using alternative tools Objectives:
Materials: Language Skills

Solution of equal parts water and dish 1.1, 1.5, 2.1, 2.2, 2.3,
detergent 2.4, 2.5, 2.6
Small containers (baby food jar) Math/Reasoning Skills
Food coloring or tempera paint 1.3, 3.1, 4.1
Pan Science Skills
3.2, 3.4
Straws
Paper 1.1, 1.2, 3.4
Physical Skills
Procedure: 1.1, 3.1
Prepare a solution of equal parts water and dish detergent.
Fill the small containers with the solution.
Add food coloring or paint to the jars, and mix.
Set the jar in the pan.
Blow with a straw into the jar until bubbles mound over the sides
(if you cut a little hole in the straw it will prevent drinking but will
not disturb the blowing).
Take a print by lightly touching the paper to the bubbles; as the
bubbles pop and imprint is left.
Try using a larger container to hold the mixture.
Kohl, M.A. (1985). Scribble cookies and other independent creative art
experiences for children. Bellingham, WA: Bright Ring Publishing.
Art Center: Fingerprint
Fingerprint Critters Critters
Objective: Competencies &

For children to use their imaginations Objectives:
Materials: Language Skills

1.1, 1.5, 2.1, 2.2, 2.3,
Washable ink pads
2.4, 2.5, 2.6
Paper
markers 1.3, 2.1, 3.1, 3.2, 4.1
Science Skills
Procedure: 1.2, 3.1, 3.2, 4.1
Tell the children to press their fingertips onto a stamp pad. Social/Emotional Skills
Press the inked fingertip onto a piece of paper. 1.1, 1.2, 3.4
Make designs, patterns, shapes, etc. Physical Skills
1.1, 3.1, 3.2
43
Decorate with markers. For instance, four fingerprint lined up
together can become a caterpillar with a face and legs.
Kohl, M.A. (1985). Scribble cookies and other independent creative art
Blowing Color
Objective:
To experiment with a variety of art techniques and learn the names
of colors.
Materials:
Thin tempera paint
spoons
Drinking straws
Art paper
Procedure:
Drop a puddle of paint on the paper using a spoon.
Using a straw, blow on the puddle forcing the paint in any
direction or creating a spraying effect.
Colors may be mixed, or simply use one color. Let the child
decide.
Kohl, M. (1985). Scribble cookies and other independent creative art

Art Center: Blowing

Color
Competencies &
Objectives:
Language Skills
1.1, 1.5, 2.1, 2.2,
2.3, 2.4, 2.5, 2.6
Science Skills
3.2, 3.3, 4.1
1.1, 1.2, 3.4
Physical Skills
1.1, 3.1
44
Playground Playground:
Vocabulary Words
Teaching Tips playground
climber
Free Play
It is important that children have plenty of time to run, hop, skip, swings
jump, swing, or just sit with a friend when they are outside. slide
Allow the children to make their own choices about what they are crawl
doing. tunnel
This is the time for them to use their outside voices.
It is important that you remain focused on what they children
chase
are doing, rather than talk to another teacher. The safety of the turn
children is your first priority. hop
Use your Talking Tips to encourage the children to tell you what skip
they are doing.
Use your Playground Vocabulary to help children find the words
jump
they need to tell you what they are doing. run
tag
Talking Tips freeze
push
Free Play ride
What are you doing?
What do you see on the playground?
peddle
What do you hear on the playground? fly
flap
Free Play airplane
kite
Objective
balloon
For children to use their large muscles to develop physical skills.
bird
Procedure:
Allow the children to play freely on the playground. Encourage Playground: Free Play
them to run, jump, skip, swing, climb, and crawl.
This is the childrens opportunity to exercise their muscles and Competencies &
use their outside voices. Objectives:
Move around the playground frequently so that you can monitor
the entire playground. Do not sit down and talk to other adults Language Skills
for long period of time. The safety of the children is your first 1.1, 2.1, 2.2, 2.3, 2.4,
priority. 2.5, 2.6
Science Skills
1.1, 1.2, 2.1
1.1, 1.2, 3.4
Physical Skills
1.1, 2.1
45

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Using the Mississippi Early

Language/Writing Center ................................................................................ 24

Math Center .................................................................................................... 28

Science Center ............................................................................................... 32

Blocks Center ................................................................................................. 36

Music Center .................................................................................................. 38

Dramatic Play Center ...................................................................................... 39

Art Center ...................................................................................................... 41

The focus for the month is for children to:

Develop receptive language skills

The children will increase their receptive language skills.

The children will continue to develop social and emotional skills.

Participating in classroom activities helps children understand their role as a

The children will continue to develop their physical skills.

In the Music Center, well listen to all of our favorite singers.

In the Dramatic Play Center, well create a pizza parlor.

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Monday Tuesday Wednesday Thursday Friday

Songs and Fingerplays

Come on everybody and find a seat,

Come on everybody and clap your hands,

Come on everybody and stomp your feet,

Social/Emotional Skills Willoby wallaby wee, and elephant sat on me,

Open, Shut Them purple

leafless Head, Shoulders, Knees and Toes

fields Head (touch head)

nutmeg Head (touch head)

Competencies & Ive got two eyes,

Social/Emotional Skills Ive got two ears,

Two hands have I, apple

Ive got two feet,

yellow The Wheels on the Bus

orange The wheels on the bus go round and round

Baby wah, wah, wah

There was a farmer, who had a dog,

There was a farmer, who had a dog,

Old MacDonald Had a Farm

Old MacDonald had a farm,

(continue with other farm animals)

Competencies & Down by the bay,

Ta te tat ta, Ta te tat ta,

Thumbs up! (Thumbs up!)

Thumbs up! (Thumbs up!)

Thumbs up! (Thumbs up!)

I like to eat, eat, eat,

I like to ate, ate, ate,

I like to ote, ote, ote,

I like to ite, ite, ite,

I like to ute, ute, ute,

Adapted from Torbert, M., & Schneider, L. B. (1993).

What can you do, Punchinello, funny fellow?

We can do it too, Punchinello, funny fellow!

Busy Bee and Back to Back Circle Time:

All about me, Im singing,

Mirror, Mirror, What Do I See?

Matricardi, J. & McLarty, J. (2005). Group time activities A to Z. Clifton Park,