The Georgia Early Learning Standards Activity Guides may - gapitc

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206 Begin to follow what happens in a story as they: • • • • • • Point to pictures in a story and name them Say a familiar word that is repeated in a story Tell what happens next in a familiar story Ask an adult to read a favorite story Repeat phrases that are familiar in a story Listen to a brief story that they find interesting Show beginning book awareness as they: • • • • Become aware of pictures and symbols in print as they: • • • • • Foundations for reading Name a favorite item, such as a cereal box, based on its logo or other familiar symbol Name a restaurant or other location based on its sign or logo Recognize familiar symbols such as a stop sign Look at picture messages with an adult such as a picture recipe Play with alphabet blocks or plastic letters Begin to distinguish the different sounds of language as they: • • • 2Two year olds Turn pages of a board book easily Look through a picture book as if reading it Find a favorite book by looking at the cover Enjoy spending time looking at books Sing simple rhyming songs Try to repeat a nursery rhyme Repeat words to a finger play
Foundations for reading Our Families Activities and Strategies for Development Picture Page Make picture cards of things that are familiar to your two year olds such as a chair, a sofa, a cup, a plate, a toothbrush, stuffed animals, real animals, toys, and vehicles. Glue one picture per card onto large index cards and laminate or cover them with clear contact paper. Look for realistic pictures in magazines, catalogs, color newspaper advertisements, and junk mail. Select a few cards and ask the children to name each one. Talk about what each item is used for. Mix the cards up and place them in front of the children. Describe one item at a time and see if the children can point to it and tell you what it is. For example, ”Show me the one we use to brush our teeth.” Change the cards and replay this activity at a later time. Language Tip Invite children to name the items in their home language. Our Family Photos Ask parents to send in a few photographs of their two year old and members of their family. Let them know you will be keeping the photos to use in a class book. In a large, sturdy photo album, put each child’s photos on their own page. Ask each child to tell you who is in the photos so you can label them. You <strong>may</strong> need to check with the parent to be sure you have the names correct. Put the child’s name at the top of the page. Write “Our Families” on the cover. Show the children how to handle the album carefully. Put it in your Book Nook where the children can look through it with you and each other. Language Tip On the cover, add “Our Families” in the home languages of the children in your class. Special Needs Tip Glue tabs to the edges of the pages of the photo album to make them easier to grasp for a child with fine motor difficulties. Make the tabs from cardboard, popsicle sticks, or other stiff material. 207
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Copyright 2007 Bright from the Star
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Contents Acknowledgements..........
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v • • • • based on high qua
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v Learning Tips Throughout the Acti
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Gain control of head and body as th
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Up the Hill Stack some firm cushion
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Gain control of hands and fingers a
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Finger Play Seat the infant in a
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10 Begin to help with feeding as th
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1 Goody Two Shoes After naptime, ta
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1 Respond to verbal or physical sig
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1 Redirect or Remove! (for a younge
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18 Show attachment toward significa
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20 In Plain Sight Place an infant o
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22 Show awareness of other children
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24 Hat Trick Sit on a mat or carpet
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26 Show beginning sense of self as
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28 We Are Proud of You! Get a suppl
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Standards: • Learning approaches
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Learning approaches for development
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Use commercial or teacher-made toys
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38 Understands spoken words (recept
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40 Pat the Bunny Make your own litt
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42 Expresses thoughts with sounds,
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44 M K O II I T D N II S O N For Yo
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46 Tips about Bilingual Development
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48 Foundations for reading Puppet S
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50 Dino the Dinosaur Make it “Com
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52 Explore objects with different s
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54 The Shape and Size of Things Giv
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56 Actively explore the environment
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58 Nature’s Wonders Take the infa
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60 Begin to recognize significant f
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62 Transition Apron Use a full-body
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64 Gross motor skills Begin to cont
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66 A Tisket a Tasket Put a few ball
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68 Control hands and fingers as the
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70 Knob Puzzles Put several three o
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72 Help with feeding as they: •
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74 Dressing Up Create a prop box th
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76 Respond to verbal or physical si
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78 Night Night Gather a few dolls a
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Standards: 1 • Personal relations
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Personal relationships with adults
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Forming attachments to parents and
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Personal relationships with peers H
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So Happy. So Sad Cut out large pict
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1One year olds Self-awareness Show
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Frame It! Make “picture frames”
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Regulate emotions and behaviors wit
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Step Safety During diapering and ha
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Express themselves creatively throu
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Oatmeal Shake It Up, Baby! Collect
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Standards: 1 • Learning approache
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Learning approaches for development
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Where Did it Go? Get three empty sq
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Standards: 1 • Understands spoken
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Understands spoken words (receptive
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Communicate without words, using mo
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Expresses thoughts with sounds, wor
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Recording Star Record the children
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Foundations for reading Listen to s
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Our Favorite Toys Find pictures of
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Scribble spontaneously as they: •
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Mark and Erase Have one or two smal
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Standards: 1 • Foundations for ma
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Explores concepts related to measur
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Big Doll, Little Doll Organize some
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Be sure all toys and materials are
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Foundations for science Activities
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If You’re Happy... Sit with a lar
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Give one year olds opportunities to
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Foundations for social studies SAFE
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The preschool program is an extensi
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Standards: • Gross motor skills
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Gross motor skills Activities and S
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Knock ‘Em Down Bowling Gather 6-1
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Fine motor skills Activities and St
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Oatmeal Stack Up Offer the children
Page 165 and 166: Feed themselves as they: • •
Page 167 and 168: Jacket Acrobats Try this to help ch
Page 169 and 170: Two year olds show signs of indepen
Page 171 and 172: Health and safety skills Activities
Page 173 and 174: Healthy Snacks Let the children hel
Page 175 and 176: Standards: 2 • Personal relations
Page 177 and 178: Personal relationships with adults
Page 179 and 180: The Cuddling Chair Place a large ro
Page 181 and 182: Demonstrate beginning social skills
Page 183 and 184: How Do You Feel? Make two large fac
Page 185 and 186: Show behaviors that reflect their s
Page 187 and 188: Wall of Pride Ask parents to donate
Page 189 and 190: Begin to regulate their own emotion
Page 191 and 192: Terrible Monster At circle time, re
Page 193 and 194: Young children do best in environme
Page 195 and 196: Self-expression Activities and Stra
Page 197 and 198: Encourage children to express thems
Page 199 and 200: Standards: 2 • Learning approache
Page 201 and 202: Learning approaches for development
Page 203 and 204: Natural curiosity can put two year
Page 205 and 206: Standards: 2 • Understands spoken
Page 207 and 208: Understands spoken words (receptive
Page 209 and 210: Shoebox Babies In the Dramatic Play
Page 211 and 212: Use oral language for creative expr
Page 213 and 214: Give Me a Word For... In a small gr
Page 215: Surround your twos with meaningful
Page 219 and 220: ten little toes ten little fingers
Page 221 and 222: Scribble as they: • • • Imita
Page 223 and 224: It’s My Birthday! Make a poster t
Page 225 and 226: Standards: 2 • Foundations for ma
Page 227 and 228: Build beginning measurement concept
Page 229 and 230: Lots of Lotto Cut out pictures of o
Page 231 and 232: Counting Finger Plays Do finger pla
Page 233 and 234: Look at pictures in a book such as
Page 235 and 236: Foundations for science Activities
Page 237 and 238: Oil and Water Don’t Mix! Get a me
Page 239 and 240: Recognize family roles and personal
Page 241 and 242: Nose-to-Nose Ahead of time, collect
Page 243 and 244: I’ll Drive the Bus Gather a group
Page 245 and 246: Standards: • Gross motor skills
Page 247 and 248: Gross motor skills A Trip Through t
Page 249 and 250: Invite children to stand up and act
Page 251 and 252: Fine motor skills Activities and St
Page 253 and 254: Squeezable Art Cover a table with n
Page 255 and 256: Feed themselves as they: • •
Page 257 and 258: Wash, Dry, and Score As part of you
Page 259 and 260: Pay attention to safety instruction
Page 261 and 262: Feed Me Monster Make a “Feed Me M
Page 263 and 264: Standards: 3 • Personal relations
Page 265 and 266: Personal relationships with adults
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Boo Boo Bunny to the Rescue Choose
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Personal relationships with peers A
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Look for opportunities to make posi
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Self-awareness My Favorite Things A
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Regulate own emotions and behavior
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A Quiet Space Read a book about str
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Express themselves creatively throu
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Rainforest Rain Sticks Ask parents
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Encourage children to express thems
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Standards: • Acquire learning app
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Acquire learning approaches that su
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What Can We Make? Set up a low bala
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Standards: 3 • Understands spoken
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Understands spoken words (receptive
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Young children learn the meaning of
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Use oral language for creative expr
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The Cat’s Out of the Bag Put seve
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Allow children to express themselve
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Build print awareness as they: •
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A Puzzling Name Write each child’
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When you find a book that the child
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Foundations for writing Activities
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Gel Bags Fill some plastic bags abo
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Standards: 3 • Foundations for ma
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Build measurement concepts as they:
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All Sorts of Things Gather a set of
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The Long and Short of It Make “fe
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Look at pictures in a book such as
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Foundations for science Activities
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Heavy Lifting Gather objects of dif
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Recognize family roles and personal
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Who Am I? Collect various props use
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Take time to become well acquainted
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Books, Books, and More Books The bo
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Circus of Colors by Lisa Hopp Cloth
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Allen, K. & Marotz, L. (2003). Deve
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