Activities

Encourage the children to write messages or draw pictures using sidewalk chalk for other classes to read, during outdoor time. Give the children word cards to copy.

Squeeze paint into an ice cube tray. A thick fingerpaint works best and allows you to make multicolored cubes. Cut craft sticks in half and place one in each cube; freeze overnight.

During outdoor time, draw large shapes on the sidewalk and encourage the children to walk, hop and skip their way around the shapes.

You will need enough small notebooks or journals for each child. Starting midyear, provide the children with their own sign-in journal. Print their name at the top in a clear font, such as Century Gothic.

Have the children sign in each morning as they come in. Begin the year with blank paper and move to lined paper as the children progress with their writing and fine motor skills during large group.

Teach sign language for common words and phrases in the classroom such as “restroom,” “yes,” “no” and “thank you.” Teach children to sign their names, using the sign for each individual letter.

Display sign language charts fin the dramatic play area or the children to have for reference.

After a child creates a painting or other piece of work in the art center, encourage the child to write his/her name on it, just like all artists do. You may want to encourage the child to “sign” his/her name at the bottom right corner.

When you see an infant approaching something dangerous, move quickly in the infant's direction to stop him or her. Develop a signal to use such as clapping.

Encourage the children to build a block structure as a team without talking. Provide picture cards for building ideas in the block center.

Have the children cut pictures of various body parts out of magazines. Have the children glue parts in the wrong place on body outlines, and have them create silly stories about their creations.

Have the child draw a picture of a person or animal. Encourage them to make up a super silly sentence about the card. For example, if a child draws a picture of a moose, the sentence might be, “Molly Moose hangs her clothes to dry on her antlers.

Have children look through magazines and cut out 2-3 pictures that have the same beginning sound.  For example, pig/pizza, dog/Doritos/Disney.

Make a game of multi-step directions by having partners work together to follow all the silly directions you give such as, “put your arm around your friend's shoulder,” or “stand on one foot.” This could be done in large group.

Tell the children they will walk to the centers or playground today in a new, funny way. Teach them how to walk like a crab or hop like a bunny and ask them for other fun ways to walk.

Encourage the children to participate in a teacher-led game of “Simon Says.” Gradually, the children can assume the role of being Simon. Tap into children's interests by changing the main character.

Teach the children to play Simon Says. Give instructions that are two steps at a time such as, “Simon Says squat down and quack like a duck.

During outdoor time, play Simon Says, using characteristics of the children. For example, “Simon says if you are happy, jump up and down.

During outdoor time, teach positional words through movement, by giving each child a small object, such as a small ball, and give directions using positional words such as, “Simon says hold the ball above your head,” or “Simon says hold the ball

Read The Three Little Wolves and the Big Bad Pig by Eugene Trivizas. Point out and discuss the simple machines used by the little wolves to build houses to ward off the big bad pig.