Pre-K Teaching Times - Bright from the Start

Pre-K Teaching Times
Classroom Management: Helping students
relax and reduce stress in the classroom
The following tips can
help students relax
and can reduce stress
in the classroom.
Draining: Extend both
arms out in front of your
body parallel to the floor.
Have the fists closed
palms facing down. Pretend
your arms are faucets
on a sink. Your
closed fists are acting as
drains. To open the
drain relax your fingers
by opening them and
making a swishing noise
(sssshhh). The noise
represents water flowing
out of a faucet. Close
the drain by tightening
your fist. Tighten them
so that your arms, neck,
and face are constricted.
Then, open the drain
and release with the
sound.
Ballooning: Blow up a
balloon, and then hold
the lips of the balloon
and allow the air to escape.
Explain how we
can do this with our
lungs. Have the children
inhale a number of times
and holding it to blow up
their lungs like balloons.
Then have the children
purse their lips and allow
the air to escape.
Pretzel: Sit or stand
crossing the left ankle
over the right
ankle. Extend the
arms out in front and
cross the left wrist
over the right wrist.
Interlace the fingers
and draw the hands
up toward the chest.
Close your eyes and
breathe with your
tongue pushing flat
against the roof of
the mouth when inhaling
and releasing
when exhaling. The
pretzel shifts the
electrical energy
from the survival
centers of the brain
to the reasoning
centers. This creates
hemispheric integration.
The tongue
pressing against the
roof of the mouth
stimulates the limbic
system to work with
the frontal lobes. Dr.
Dennison discovered
this posture
releases emotional
stress and can help
with learning disabilities.
Stretching: Stretching
helps release
tension from muscles
and preoccupa-
tions from our
minds. Stretching
can improve circulation,
strengthen
breathing, relieve fatigue,
release nervousness,
improve flexibility,
promote mental
clarity, and energize
the system. The following
activity is based on
Martha Belknap’s work
and book called Mind
Body Magic: Creative
Activities For Any Audience.
It is called A-B
-C Stretching. It uses
the letters of the alphabet
to lead children in
stretching their bodies.
A = Arching (link your
thumbs and raise your
arms overhead and
arch back)
B = Bending (reach
forward toward the
floor)
C = Climbing (with
both hands, pretend to
climb up a wall high
onto your tip toes)
D = Dancing (sway
your body side to side
and spin around)
E = Energize (five
jumping jacks)
March 2013
Inside this
issue:
Classroom Management.
March Math
Madness
The Importance
of CLASSroom
Organization in
Pre-K
2
3
3
Social Studies 4
The Windy
World of Pre-K
Teacher to
Teacher
20 Year Celebration
5
6
7
GELDS 7

Classroom Management: Helping Students Relax and Reduce Stress in the
Classroom (continued)
Page 2
F = Flip (flip hands from
palm up to palm down)
G = Growing (lengthen different
body parts – neck,
shoulders, arms, fingers)
H = Hugging (give themselves
or each other a hug)
I = Inline Skating (pretend to
skate around the room)
J = Jumping (jump forward,
backward and side to side)
K = Kicking (do a Charleston
kick)
L = Leap (leap over a pretend
stream and leap back)
M = Moving (stretch your
fingers wide apart pull them
together)
N = Nodding (move the
head up and down slowly)
O= Opening (open your
mouth and close it; open
your arms wide and close
them)
P = Patting (pat your knees
twice and then your toes
twice)
Q = Quivering (shake your
whole body)
R = Running (run in place)
S = Swimming (pretend to
swim with different strokes)
T = Twisting (keep the feet
still and twist your back to
look behind you)
U = Up (slowly raise one leg
up and put it down, repeat
with the other leg)
V = Vibrating (have different
body parts shake and relax)
W = Waking up (stretch up
high and pretend to yawn)
Y = Yawning (pretend to
yawn)
Z = Zipping (pretend your
shoes have zippers; bend
over and zip them on)
Extensions to A-B-C
Stretching: Have the children
create their own
stretch alphabet. Have children
who have pets watch
how they stretch when they
wake up. Use animal or pet
names in the alphabet as
children teach others how
their dog stretches.
Have children use the alphabet
to spell their own
names. Have children spell
with stretching and guessing
each other’s words. Words
such as joy, smile, play,
etc., are fun. Post the
words on your word wall or
chart paper. Stretch to a
rap beat.
Taking a trip: Brainstorm
with the children where they
would like to go on a trip.
Using guided imagery, lead
the children on the trip. In
the story emphasize actions
that require stretching, moving,
and breathing.
If the children decide to go
to the zoo, have them
stretch like animals, look up
to see the tall giraffes, look
down to see the small frogs.
If they decide to go to the
beach, have them sway like
palm trees, reach up to grab
coconuts, or move their hips
like hula dancers. Let your
imagination run wild. Ask
the children what they would
see next, how it would move
and how they might move to
see it, touch it or taste it.
Source: Conscious Discipline
— 7 Basic Skills for
Brain Smart Classroom
Management
By Dr. Becky A. Bailey
GA READS ALOUD
Join DECAL staff on March 19th for
Georgia Reads Aloud Day! We
encourage every school/center to
participate by reading aloud to
children and logging in your books
on our website counter. Visit our
website for more details!
Pre-K Teaching Times

March Math Madness
March presents many opportunities
to gain students’ interest
while teaching math. One opportunity
is Grid Games. Grid
Games can be adapted to fit
any topic and can be used to
teach and reinforce one-to-one
correspondence, counting, and
numeral identification. Students
roll the dice and identify the
number or count the dots. They
then count that number of manipulatives
and place them on a
grid. They play until the grid is
full. A quick visit to
www.prekinders.com/gridgames
will get you started with
some free, ready-made grids to
fit almost any theme. This site
has grids designed for counting
1-10 and for counting 1-20.
Integrating literacy with math is
another way to gain students’
interest. Counting books, such
The Importance of CLASSroom Organization
in a Pre-K Environment
Classroom Organization, one of the three domains
of the CLASS observation tool, refers to
the organization and management of students’
behavior, time, and attention in the classroom.
Classrooms function best and provide the most
opportunities for learning when students are
well behaved, consistently have things to do,
and are interested and engaged in learning
tasks.
Teachers must help students develop skills that
enable them regulate their own behavior, get
the most out of each school day, and maintain
their interest in learning.
Following are some ways this can be done:
Monitoring and redirecting children’s behavior
– look for cues, such as body language
and facial expressions, that indicate children
may be moving toward more disruptive
or inattentive behavior. Redirect misbehaviors
before they escalate.
as Five Little Bunnies (available
free on www.prekinders.com/
easter-theme), are an excellent
way to teach math skills while
addressing literacy. Other free
math printable concept booklets
can be found at
www.hubbardscupboard.org .
Just click on the literacy link;
then click on printable booklets.
An inexpensive themed notepad,
such as shamrocks or bunnies,
can be taken apart, laminated,
and turned into Math
Mats for “on/off” games. (See
page 152 of the “Off to a Good
Start” handbook available at
http://www.decal.ga.gov/Prek/
OffToAGoodStart.aspx for a full
description of “on/off” games.)
Cutting each page of the notepad
apart with irregular cuts can
also turn them into themed puzzles.
No matter which activity
you choose to plan, make math
fun!
Being consistent with consequences.
Providing consistent, clear learning activities –
squeeze as much instructional time into the day
as possible.
Making the most of transitions – develop consistent
and interesting routines to help children
transition from one activity to the next or from
one area of the room to another.
Actively involving children – plan activities that
encourage participation.
Presenting information through a variety of modalities
– plan activities so that children have
interesting things to look at, listen to, or touch.
Sharing in their interest and enthusiasm – have
fun, sing, dance, join in.
Asking many questions – ask questions that direct
the children’s attention to what you are discussing.
Page 3

Social Studies
Social Studies encompasses
our respect and appreciation
for other peoples and cultures.
Pre-K children now have greater
exposure to families from
different cultures, countries,
and lifestyles. Pre-K children
are curious about differences
in dress, celebrations, and
foods. Many children may have
the “picky eater” syndrome because
of less exposure to a
variety of foods. Do you have
students in your classes who
shun trying new foods?
SS 2b: Children demonstrate
an emerging awareness and
respect for culture and ethnicity
Activity: Bread, Bread, Bread
Materials: The book, Bread,
Bread, Bread by Ann Morris. A
variety of breads to explore:
bagel, pita, scones, tortilla, rye,
sourdough, and croissant.
Large Group: Gather children
and present various breads.
Search the Internet ,so you
can provide information about
these types of breads. Where
are these types of breads common?
(example: rye in Germany;
croissants in French cultures;
and pita in the Middle
East). Show children these
countries on a map or globe,
but add that these breads are
also common in our community
because people bring their
preferences for food with them!
This is how we learn to enjoy
different foods and breads. Allow
students to contribute personal
experiences with their
families’ favorite breads. Create
a list of what types are
commonly eaten in their home.
Present the Book: Bread,
Bread, Bread.
Read to the children. Discuss.
Fingerplay:
Tortilla, tortilla pa-ra Mama
Tortilla, tortilla pa-ra Papa
Tortilla, tortilla pa-ra Bebe
Tortilla, tortilla pa-ra mi!
Centers:
Math: Review how to wash
hands before visiting the math
center. At math, cut up various
bread types for children to
taste and explore. Which types
do you like the most and
least? Why? Graph your answers
on chart paper.
Dramatic Play: Add clothes
and props from different cultures
for dress up. Display
modern and traditional photos
from the Internet or magazines
showing styles of clothing from
different countries.
Science: Talk about grains. If
possible, bring in samples and
compare to flour. How do
wheat and bleached flour compare
and contrast?
Music: Explore instruments of
different people/places: banjo,
maracas, drums, bongos.
Move to different rhythms.
Cooking: Make cornbread, biscuits,
or muffins in class. Perhaps
ask a parent to volunteer
to do this activity. Allow children
to sample these breads
with butter, honey, jams. Explain
that many children in
Georgia love cornbread, biscuits
and muffins!
Page 4 Pre-K Teaching Times

The Windy World of Pre-K
Because young learners are curious
about the world around them,
teachers should provide them with
opportunities to explore, investigate,
and experiment with a variety
of materials As spring approaches,
try some of these “windy” activities
to excite your children about the
world around them.
Can You Blow It?
In the science center place
some items that will easily move
when blown and some that will
not move. (cotton ball, piece of
paper, plastic or paper cup,
wooden block, rock, feather,
pom pom, etc.) In a small group
ask children to predict which
objects can be moved by blowing
and which ones cannot be
moved. Relate the children’s
blowing to the wind. Remember
to introduce the word “predict” to
them and talk about how scientists
make predictions and then
test them to learn about things in
our world. Have a way to sort
the items so that children can
place them according to whether
they moved or not. Place the
materials in the science center,
and let the children continue to
explore to determine if the objects
can be moved when they
blow on the object. Encourage
them to bring other materials to
the science center that they can
“test.”
Observing the Flag
Take the children outside to the
school’s flagpole every day for a
week or longer. If you don’t have
a flagpole, help the children create
a wind sock from paper and
paper streamers to take outside
and observe. Create a graph
(like a weather graph) to record
if the wind blew the flag each
day. If the wind is blowing, have
a child draw a flag on the flagpole
or place a flag sticker in the
box. If the wind is not blowing,
place an X in the box. At the end
of the recording period count
how many days the flag was
blown by the wind. This could be
extended by comparing two different
months.
How Far Can You Blow a
Feather?
Place a piece of masking tape on
the floor to mark the starting point.
Give each child a feather and have
them place the feather at the starting
point, get close to the feather,
and blow it as far as they can using
one breath. Have the children mark
the spot where the feather stopped.
Use wooden cubes or another nonstandard
unit such as paper clips to
measure the distance each child
blew the feather. This is a fun small
group activity; allow children to try
different lightweight objects and
discuss which ones went further
and why. Or use a straw, a cardboard
tube, a small handheld fan,
or other “blowing” instruments and
compare which blew the objects
the longest distance.
Keep It Up
The object of this game is to blow a
feather and keep the feather from
touching the ground as long as you
can. The feather cannot be
touched by anyone and can only
be blown. Time the children to see
how long they can keep the feather
in the air or set a goal of 30 seconds
or longer, depending on how
well your children are doing with
the activity. This is also a great
activity to place in the science center.
Ribbons in the Wind
Using long strands of three-inchwide
ribbon or crepe paper streamers,
tie a small loop in one end.
Give each child a ribbon to take
outside on a windy day. Have the
students hold a ribbon with their
arm up in the air and watch how
the ribbon blows in the wind. Talk
about how the wind blows things
around, and although we can't see
the wind, we can see how the wind
moves things around us. Let the
students play with the ribbons as
they blow in the wind. Help the children
notice other objects blowing in
the wind.
Great books with a wind theme:
Air Is All Around You by Franklyn
M. Branley
Gilberto and the Wind by Marie H.
Ets
Kite In the Park by Lucy Cousins
Kipper's Kite by Mick Inkpen (great
touch and feel book!)
Like A Windy Day by Frank Asch
Millicent and the Wind by Robert
Munsch
The Wind Blew by Pat Hutchins
Winnie the Pooh and the Blustery
Day by A.A. Milne
A Windy Song Idea
The Wind is Moving (Are you
Sleeping)
The wind is moving,
The wind is moving,
Things around,
Things around,
Kites and flags and tree leaves,
Kites and flags and tree leaves,
Moving all around.
Moving all around.
The Wind is in my Hair (The
Farmer in the Dell)
(shake head around and move fingers
through hair as singing)
The wind is in my hair,
The wind is in my hair,
Oh what a bad hair day,
The wind is in my hair!
Page 5

Teacher to Teacher
What routines/activities do you implement throughout the day to promote phonological
awareness?
At calendar time when writing
the morning message, we
compare the beginning
sounds in various words; we
clap out the words in the sentences
as we read what is
written. At times we create
rhyming words using the helper’s
name, day of the week, or
another familiar word reflected
on the message board.
For music and movement I
sometimes play a rhyming
song or a letter sound song.
Story times reflect rhyming
books, alliteration books, alphabet
books; book choices
support the level of phonological
awareness my children
are working based on my assessment
data.
Pam Vickers
During clean up, I go to the
Dramatic Play Area and say,
“Let’s put away all items beginning
with the “C” sound.
Children begin to put away
carrots, cakes, cucumbers,
etc. I then challenge them with
another letter sound and then
do this for several rounds before
moving to another group.
During the reading of a book, I
ask children to listen for a certain
sound or word and clap
twice if they hear it while I am
reading. It is important to preview
books before reading so
that the focus sound or word
happens frequently.
During longer transitions, we
play the Silly Sentences
Game. The children make up
funny sentences with all words
beginning with the same
sound. It does not matter if the
sentences make sense…the
children just love the silliness
of the activity.
Another transition activity is
Beat the Sand Timer. How
many words can we brainstorm
beginning with the same
letter before the sand stops
flowing?
Lali Holloway
Finger plays help me reinforce
rhyming throughout the day
and are quick to use during
transitions or down time. I
teach finger play during our
large group meetings and use
visual aids (flannel board
items) to reinforce the rhyming
word components. Then, during
transitions, we simply recite
the finger plays, and I ask
children to recall which words
rhyme. The visual aids help
support children in remembering
what rhymes.
Cindy Colado
My children enjoy playing
Treasure Chest. I give each
child a card reflecting an upper
and lower case letter. Children
then move throughout the
classroom and find one object
that begins with their letter
sound. We come back to the
group and share.
Lekina Strickland
Line up if your name begins
with this sound…”B,” or line up
if your name rhymes with this
word. Also, while reading a
book, I will sometimes pause,
repeat a word from the story,
and we count syllables.
Tracy Reid
During transitions we recite
nursery rhymes to help children
stay engaged. Also, during
transitions or a few moments
of down time, we find
objects in the room that begin
with the same sound as a
word I say.
Kym Zamora and Jennifer
Thomas
During transition or lining up,
we sort the children by number
of syllables in their names. We
sometimes play a game called
Pack for a Picnic where we
brainstorm items that begin
with a certain letter. This can
sometimes get very silly! Also,
we say the beginning letter
sound in children’s names to
dismiss to activities or line up.
Sharon Pooler
Page 6 Pre-K Teaching Times

Georgia’s Pre-K Program
2 Martin Luther King Jr. Drive, SE
754 East Tower
Atlanta, GA 30334
Phone: 404-656-5957
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Call the BFTS office and
Pre-K Consultant on
duty at 404-656-5957.
Pre-K Consultant contact
information also can
be found on the website.
www.decal.ga.gov
Please continue to email your stories to:
20yearsofprek@decal.ga.gov
The Georgia Early Learning and Development Standards
(GELDS)
Website and Logo
The Georgia Early Learning and Development Standards (GELDS) are in the final stages of revisions. One of
the last steps in the revision process is to solicit public review and comment. DECAL has launched a new
GELDS website that allows everyone to examine the GELDS and make comments. The website address is:
www.gelds.decal.ga.gov
Please explore and comment on the GELDS. Your feedback will help as we make final revisions to the standards.
Eventually, the site will serve as a portal for all GELDS information and resources: links to training webinars
and other opportunities for professional development; lesson planning ideas; parent resources; videos of
exemplary teaching practices using the GELDS shot at model learning programs. As we move forward with the
GELDS roll out this year, this new website will be a valuable resource for everyone.
Also, we are excited unveil the new GELDS logo!